5.2 Educational Administration: Do you understand the principles of power and authority in education administration?

5.2 Highlight the principles of power and authority in education administration

POWER AND AUTHORITY

 

Two distinct elements that are closely associated with leadership are ‘authority and power’. The section below discusses the meaning and nature of these two concepts, that is, ‘authority’ and ‘power’ with the aim of making a clear distinction between them.

 

A. Authority

 

Authority is necessary in every organisation as it ensures that tasks are carried out and that as a result the organisational objectives are achieved which otherwise be impossible.

 

Definition of Authority

 

Authority can be defined as:

1. 1. 1. 1. “The right to commit resources in particular courses of organizational action.”
         2. “The probability that certain specific commands (or all commands) from a given source will be obeyed by a given group of persons.
         3. “The right conferred on an individual to make decisions and ensure that these decisions are followed.”

 

It is important to note that authority unlike power does not involve the use of force.

 

Types of Authority

Having defined what is authority, we now need to establish the various types of authority that have been identified by various authors. These are:

 

1. Formal authority
2. Charismatic authority
3. Traditional authority
4. Legal authority
5. Functional authority
6. Acceptance theory of authority

 

 

1. Formal authority

 

Formal authority emanates from one’s legal position in the organisation. The person in this formal leadership position has authority to issue commands and directives to other employees in accordance to the rules and regulations. It is also expected that when one joins an organisation, then he or she is expected to obey his superior within certain acceptable limits. (see Hoy and Miskel, 1987). Formal authority usually flows from those in leadership  positions to those in lower positions. The head teacher of a school has, has for instance, formal authority by virtue of occupying the position of a head teacher. Other teachers, support staff and pupils are expected to obey his directives under certain acceptable limits. It is, however important to note that teachers, support staff and pupils are not expected to agree to head teachers demands if these demands are unacceptable e.g. having sexual relations or cleaning the head teacher’s home or compound during night hours.

 

 

2. Charismatic authority

 

This type of authority emanates from the leaders personal qualities and characteristics e.g physical attributes such as strength or beauty, knowledge, ability, skill, status, age, sex, etc. Hoy and Miskel (1987:109) note that:

 

Charismatic authority tends to be nonrational, affective, or emotional and rests heavily on the leader’s personal qualities and characteristics. The authority of the charismatic leader results primarily from the leader’s overwhelming personal appeal, and typically a common value orientation emerges within the group to produce an intense normative commitment to and identification with the person.

 

One of the teachers in the school may be able to wield a lot of power over the other teachers or the students due to being extremely knowledgeable on any subject, intelligent and eloquent. Others may simply agree and want to be identified with him because they perceive him as having ‘a mystique’ or ‘an magical aura’ that they themselves do not possess.

 

 

3. Traditional authority

 

The traditionally sanctioned position of authority is obeyed and the person currently occupying the position inherits the authority. Hence this authority emanates from traditions, beliefs, culture. As Hoy and Miskel (1987:110) observe:

Traditional authority is anchored in an established belief in the sanctity of the status of those exercising authority in the past. Obedience is owed to the traditionally sanctioned position of authority, and the person who occupies the position inherits the authority established by custom.

 

In traditional African societies, medicine men, those performing circumcision rites and midwives were, for instance, obeyed without any questioning.

 

 

4. Legal authority (laws statutes, decrees, constitution court decision)

The source of this authority is the law and can only be changed by formally correct procedures.  Obedience is to the laws that specify to whom and to the extent of compliance. In a school situation, there are laws that dictate how the school should function e.g. in the absence of the head teacher. The deputy head teacher, for instance, assumes the role of the head teacher and is answerable to higher educational authorities for events occurring in the school during the absence of the head teacher.

 

 

5. Functional authority

Functional authority is one which is limited to the function one is playing at a given time or situation. This authority emanates from one’s competence or technical skills. During an emergency, such as when a road accident occurs, any doctor in the crowd will have authority over others due to his expertise on medical matters. The teacher who takes pupils for a school tour has overall authority during the trip. He can make all decisions such as involving the police in case of an emergency (e.g. if a pupil goes missing) yet in normal school time, he has no authority to call the police. Instead, the head teacher (or the deputy during the head’s absence) is the only one who has such authority. A technician also has authority over others due to his technical knowledge and skills. Others follow his directives as he has more knowledge and competence than they have e.g. he is the only one who can repair faulty  school machines such as, computers, televisions etc. and make them to start working again.

 

 

6. Acceptance Theory of Authority

 

Authority emanates from the subordinates that is, if they accept the authority then it exists but if they do not accept it then the superior has no authority. Subordinates will accept order or decision if it is within their zones of acceptance but will reject order or decision if it is not within ‘zones of acceptance’. The challenge to the leader or administrator is to gain the acceptance of his / her subordinates.

 

 

 

B. Power

 

Power is closely related to authority. Without power there is no organization and no order. Mostly, power is used when authority has been abused.

 

Definition

Power can be defined as the capacity or ability to make things happen in order to get results. Power can also be said to be the ability to employ sanctions or force or to give rewards in an effort to have something or make others do something.

 

 

1. Legitimate power

The authority which one posses by virtue of holding a given position in the organisation means that he has the legitimate right to expect obedience from those under his authority. Hence, such a person has legal power that emanates from his or her leadership position in the organization. The leader has a legitimate right to ask others to perform certain duties or activities e.g. a head teacher has the right and power to ask a teacher to teach another class other than his or her usual one. He or she can ask for an explanation from a teacher or a pupil who has been absenting himself from school. This power therefore depends on one’s official position not relationship with subordinates.

 

 

2. Expert Power

The knowledge, skills, expertise, that a person possess gives him ‘expert power’ over others who require it or want to benefit from it e.g. the secretary may have ‘expert power’ over her boss if the boss does not have computer knowledge and skills and has to rely on her to retrieve information for him from there computer. A head teacher may therefore have legitimate power over his subordinates but due to lack of knowledge and expertise he may become powerless to act in certain circumstances. A leader should therefore have both legitimate and expert power to be able to influence his subordinate towards the achievement of the organisational goals.

 

3. Reward or Remunerative Power

This is the type of power that results on one because one can issue rewards, materials, resources, salaries, fridge benefits etc. One is therefore able to induce others to comply with what one wants

 

4. Referent Power

This power is possessed by the person having personal qualities and reputation which others want to identify with e.g. physical attraction, eloquence, powerful position in organization, intelligence etc. Those attracted to such a person with charismatic personality also have a desire to become more like him or her.

 

5. Coercive Power

This power is primarily based on use of forceful means to make others obey. The holder of this power has ability to conflict punishment or negative consequences or another person. He may do so through physical means e.g. corporal punishment. Physical strength, verbal facility or ability to grant or withhold emotional support are examples of coercive power. In a school situation, detentions, suspensions, expulsion corporal punishment are some of the methods that can make students comply with orders, rules, directives, policies etc. On the other hand, threats of being demoted, transferred, being sacked are some of the forceful means that can be used on staff to make them comply with the head teachers or Board of Governors demands e.g. agreeing to teach on Saturdays or holidays. Withholding, controlling of material resources e.g. vehicle, residing in an institutional house, using school computers etc are also forms of coercive power.