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-- German Sociologist
-- A founding father of Sociology
-- Bureaucratic Theory Founder
-- Wrote "The Protestant Ethic and the Spirit of Capitalism"
-- Wrote  "The Theory of Social Economic Organisation"

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What factors influenced Max Weber in developing this theory?

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What factors influenced Max Weber in developing this theory?

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-- Greater awareness of individual needs at the turn of the century (1900's).
-- Close of Industrial Revolution.
-- Industrial Revolution forced diverse people, some with different languages, to work in the same environment.
-- This led to growing interpersonal tensions.
-- Max Weber asked how organizations can best protect employees.
-- His answer was to tout unemotional efficiency.

Source:  Owings, W. & Kaplan, L. (2011). Leadership and organizational behavior in education: Theory into practice. New York, NY: Pearson.

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-- Weber reasoned that employees could be protected by rational authority and rules.

Bureaucratic Theory suggests that companies are run best when there are:

1.  Unemotional personal relations with co-workers; work and family are strictly separated.
2.  Hiring and advancement stem from worthiness and competence.
3.  Uniformity is needed through vetted rules and regulations.
4.  An organizational flow chart clearly defines hierarchy/authority.
5.  There is a division of labor based on specializations.
6.  Efficiency and client service are the end goals.

Source: Owings, W. & Kaplan, L. (2011). Leadership and organizational behavior in education: Theory into practice. New York, NY: Pearson.

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-- The theory is only ideal for standard events.
-- Impersonality could lead to low employee morale.
-- Hierarchy/chain-of-command could lead to limited communication.
-- An adherence to rules and regulations could lead to the infamous "red tape."
-- Elements of informal organization are not considered.
-- Internal contradictions are not considered.
-- The theory's rigidity is unfair to women, who traditionally have access to fewer opportunities while having to juggle additional family obligations.

Source: Owings, W. & Kaplan, L. (2011). Leadership and organizational behavior in education: Theory into practice. New York, NY: Pearson.

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Bureaucratic Theory in Practice in the Classroom:

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Bureaucratic Theory in Practice in the Classroom:

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Rachel George (2016) explores bureaucracy in action in Serbian schools.

She notes the following:

-- Teachers criticize bureaucracy of both the public education system and of the state.
-- Yet "reluctant bureaucracy" occurs in the classroom through teacher interactions with students, with a hyper-focus on "grades,  attendance, and behavior"  (George, 2016, p. 54).
-- George (2016) shares the unique differences between "institutional voice" and "intimate voice" (p. 54).

Source: George, R. (2016). Reluctant bureaucracy: Accounts, narrative, and negotiation in Serbian high school classrooms. PoLAR: Political & Legal Anthropology Review, 39, 54-73. https://doi-org.averett.idm.oclc.org/10.1111/plar.12171