Analyze the power relationships in this district
Authority is different from influence as an authority is holding a formal position, influence is created by building close relationships with organizational people without holding any formal position. Authority within an organization is deeply embedded in having an actual relationship with groups in the organization than having an abstract legal authority. Therefore it can be stated that sources of power within education are operated through the processes of bargaining, manipulation, and exchange (Klein, 2017). In the given case study, Bob Matthews is a superintendent of a District School situated in a small city that is mostly rural by nature. One day he received a call from Clyde Ruggles, who shares his concern about some language art books teaching Satanism, magic, and witchcraft in the District school. Bob Matthews observed Clyde be a less educated, harmless countrymen and kept him on first of his agenda in the school board meeting. But, later when he attended the board meeting he was astonished by Clyde Ruggles’s sources of power, as his extravagant speech against teaching Satanism awed every student and group members. Every board member supported him and the audience were tirelessly applauding Ruggles creating the impression that being the Superintendent he was ignorant of his duties towards the district, and that his governance was reckless which has jeopardized the educational system. The acquaintance with this type of situation made him realize that he was holding authority, but never influenced the people or involved in the matters of the school. Clyde Ruggles being a countryman was a closer apprentice to the students and board members through various manipulative actions and exchange which made him the ultimate authority in bringing constructive change weakening the position of district superintendent Bob Matthews.
Bob Mathews based his behavior on a faulty analysis of power relationships. Describe his apparent analysis. In your opinion, why did he make these mistakes?
Bob Matthews was analyzed to be in the faulty analysis of power relationships. The apparent analysis can be described by Cetin & Cinker, (2018) as he defines seven different divisions in explaining authority and influence that can determine the power of relationships within educational departments. Firstly, it has been stated by the authors that authority is a static power, the person follows structural policies, influence is a different aspect then authority which is quite dynamic and is a tactical process to influence people and practice power. For instance, Bob Matthews being the superintendent did not expand his power to increase his apprentice with common people or the board members, until and unless he was informed by Clyde Ruggles, he was ignorant and unknown about the teachings of Satanism being practiced and preached in the school. On the other hand, Ruggles created an informal and unauthoritative position that led people to depend on him without prior thinking. Clyde gave an impression to the audience that he is concerned about the future of the youth, rather than holding a position. This eventually decremented the Superintendent position of Bob Matthews. Therefore, analyzing the situation it can be stated that Bob Matthews failed to make an impression and influence the common people.
In what ways do the second and third dimensions of power probably operate in this district?
The first dimension of power explains that it has an explicit attribute, whereas the second dimension is considered to be an implicit attribute in explaining power. In the case of the second dimension of power, many people do not realize about the informal powers that are being implemented. This often excludes them from meaningful participation in group activities. A similar situation has been noticed in the case of Superintendent Bob Matthews, as the second dimension of power was exercised by Ruggles which made him acquainted with the problems faced by the school. This situation can be replicated by the exclusion of women and African-American men in the elections in the year 1890. The woman suffrage amendment to the US Constitution bill was not passed at that time and although some States abided by the laws of permitting women to vote many states did not. This led to Congress exercising its legal authority by implementing the second dimension of power in continuously rejecting bills that included African American men and women to participate in elections (Watts & Voight, 2011). Women’s power to participate in a voting sale under the first dimension of power. Therefore, drawing analysis from this example, Clyde Ruggles exercised his second dimension of power where Bob Matthews was unknown of his activities. The third dimension of power explains accurately the exercising of Supreme power by Clyde Ruggles, even he did not have any legal authority like Bob Matthews. The constant manipulation and his involvement in the activities of the school helped him manipulate the school members and students, he successfully manipulated emotions and thoughts of students and members which made him acquire the trust of people.
Develop a plan that Bob Mathews and the majority on the board could use to alter power relationships so that this conflict can be resolved in a positive, ethical manner
Under powers exercised by School superintendents, there are two possible ways; Economic power and legal authority. Therefore, Bob Mathew as a wise leader must strategize his ways which will bring the required solution to the issues of the school. As the economic liberty is in hands of Bob Mathews, he has the possibility of turning the tables on Clyde Ruggles. Bob Mathew thought of addressing the issue Logically and Ethically and educating himself about power relationships. There are mainly two approaches that various authors have stated to be effective in educating leaders about altering power relationships. They are obtaining a doctorate or staying acquainted with daily activities in professional organizations (Fowler, 2013). Through these approaches, a person in the first dimension of power can bounce back to an authoritarian position weakening the other dominant positions. The first step Bob Mathews will follow is staying acquainted with daily activities. Secondly, he will indulge in inculcating writing skills as well as developing these speaking skills to deliver good and persuasive speeches. Third, he will reach the legislative staffs who have specialization in educational issues and write a letter with mentioning the specific issues that are followed under religion and is hampering the educational standards. Fourth, without hesitation, he will address all the telephonic messages and reach out to other superintendent and show legitimate concern regarding the issues. This procedure evenly will help in strengthening power relationships. Fifthly, after gaining the support of superintendents and committee members, Bob Mathew will request the group members to hire new teachers eventually eradicating the teachers who supported studying Satanism to school students. This will take time and there will be few disagreements but sticking to this idea will help Bob Mathews bring positive behavior among students, scattering positive energy around the school.
References
Bachrach, P., & Baratz, M. S. (1962). Two faces of power. The American political science review, 56(4), 947-952(https://pdfs.semanticscholar.org/9b75/515dd8b2948a4b7913875acbf77214a2976b.pdf).
Cetín, S. K., & Cinkir, S. (2018). Relation between School Managers and Teachers Downward and Upward Influence Tactis and Organizational Justice. International Journal of Educational Leadership and Management, 6(2), 126-153 (http://dx.doi.org/10.17583/ijelm.2018.3359).
Dahl, R. A. (1957). The concept of power. Behavioral science, 2(3), 201-215(http://fbaum.unc.edu/teaching/articles/Dahl_Power_1957.pdf).
Fowler, F. C. (2013). Policy: What it is and where it comes from. Policy Studies for Educational Leaders: An Introduction, 4th Edn, ed FC Fowler (Boston, MA: Pearson Education), 3-21.
Klein, G. A. (2017). Sources of power: How people make decisions. MIT press.
Samuel, Y., & Zelditch Jr, M. (2017). Expectations, shared awareness, and power.
Watts, R. J., Diemer, M. A., & Voight, A. M. (2011). Critical consciousness: Current status and future directions. New directions for child and adolescent development, 2011(134), 43-57 (DOI: 10.1002/cd.310).
