Page 37 - ทฤษฎีและแนวปฏิบัติในการบริหารการศึกษา หน่วยที่ 1

1-27

Although the ambiguity theories appear to be plausible there is little empirical
evidence to support their applicability to British education. One important exception
is the research conducted by Les Bell in a comprehensive school in the Midlands. The
author demonstrates how events an behaviour in this newly amalgamated school can
be characterized as ambiguous. His findings are reported in a specially commissioned
article which forms Chapter 12 of this volume.

The five theories discussed in this book are generally regarded as alternative
ways of conceptualizing the organization and management of educational institutions.
However, a few writers have attempted to integrate some or all of the models into an
overarching framework. John Davies and Anthony Morgan suggest that the garbage
can, political, collegial and bureaucratic theories should be viewed as sequential stages
in the process of decision making. Their analysis, which is based on higher education.
appears as Chapter 13.

Applying the theories
All the models discussed in this book serve to enhance our understanding of educational
organizations. I have sought also to demonstrate their relevance to British shools and
colleges by presenting evidence from research conducted in educational institutions. An
appreciation of theory should enable practitioners to consider and select from a range of
strategies in approaching and resolving problems. Each of the perspectives presented
here offers a matching strategy to assist in the management of schools and colleges.

One well-know typology of approaches in that presented by Chin and Benne
(1974). They identify empirical-rational, normative-re-educative and power-coercive
strategies as means of achieving change in organizations. These stances match three
of the models discussed in this book. If leaders perceive their school or college as a
bureaucratic organization, then they are likely to use an empirical-rational approach.
Here it is assumed that individuals will adopt the proposed change if it can be justified
by rational argument. If they regard the situation as collegial then they may turn to
a normative-re-educative strategy. In this case leader seek to influence the attitudes
and values of staff in order to develop their commitment to new patterns of work.
Or if they see the event in terms of conflict they may well adopt a power-coercive
stance. The assumption here is that leaders will use their greater resources of power to
ensure that other staff comply with their plans and directions. The key to a successful