The political frame . . . insists that organisational goals are set through negotiations among the membersof coalitions. Different individuals and groups have different objectives and resources, and each attempt to bargain with othermembers or coalitions to influence goals and decision-making process. (p. 190)
5.As noted above, decisions within political arenas emerge after a complex process of bargaining andnegotiation.“Organisational goals and decisions emerge from ongoing processes of bargaining, negotiation, and jockeying forposition among members of different coalitions”(Bolman&Deal, 1991, p. 186).
6.The concept of power is central to all political theories. The outcomes of the complex decision-makingprocess are likely to be determined according to the relative power of the individuals and interest groups involved in the debate.“Power is the medium through which conflicts of interest are ultimately resolved. Power influences who gets what, when and how .. . the sources of power are rich and varied”(Morgan, 1997, p. 170-171).
Sources of Power in Education
Power may be regarded as the ability to determine the behaviour of others or to decide the outcome ofconflict. Where there is disagreement it is likely to be resolved according to the relative resources of power available to theparticipants. There are many sources of power but in broad terms a distinction can be made between authority and influence. Authorityis legitimate power, which is vested in leaders within formal organizations. Influence depends on personal characteristics andexpertise.
There are six significant forms of power relevant to schools and colleges:
1.Positional power. A major source of power in any organization is that accruing to individuals who hold anofficial position in the institution. Handy (1993, p. 128) says that positional power is“legal”or“legitimate”power. In schools, the principal is regarded as the legitimate leader and possesseslegal authority.
2.Authority of expertise. In professional organizations there is a significant reservoir of power availableto those who possess appropriate expertise. Teachers, for example, have specialist knowledge of aspects of the curriculum.“The expert . . . often carries an aura of authority and power that can addconsiderable weight to a decision that rests in the balance”(Morgan, 1997, p. 181).
3.Personal power. Individuals who are charismatic or possess verbal skills or certain othercharacteristics may be able to exercise personal power. These personal skills are independent of the power accruing toindividuals by virtue of their position in the organization (Bolman&Deal, 1991).
4.Control of rewards. Power is likely to be possessed to a significant degree by individuals who have controlof rewards. In education, rewards may include promotion, good references, and allocation to favoured classes or groups.Individuals who control or influence the allocation of these benefits may be able to determine the behaviour of teachers whoseek one or more of the rewards.