Rigidity and Hierarchy in a School System

In my opinion, this system of governance, with its hierarchy, control and division of labor, is highly problematic for several reasons. First of all, the specialized division of labor means that school administrators and teachers work in isolation from one another. As a result, they do not share vital information with one another, which may be helpful in enabling one another to perform their tasks properly.

Second, by working on their own, the individual teachers and school administrators are focusing solely on the objectives and goals within their own immediate spheres. The overall school objectives of helping students to learn can thus be forgotten or lost when the teache

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community. In the current structure, school administrators and teachers work in isolation from another, within their specialized spheres. Teachers who possess tremendous knowledge from working at the front lines with the students, as well as instructional expertise, are disempowered because they are not able to participate in the decision-making process. At the same time, school administrators who do are ignorant of the realities of the classroom situations and the students are making instructional decisions that affect the day-to-day lives of the teachers and the students. Therefore, as a result of this hierarchical structure and specialized division of labor, it is likely that teachers and students often have to adhere to rules, norms and expectations, which are detrimental to their well-being and development. However, since they are powerless to change the situation, it is little wonder that both teachers and students have become demoralized and disillusioned with the education system. While it may seem obvious that the hierarchical school structure should simply be dismantled to be replaced by a more collegial decision-making process, the entrenchment of the school structure needs to be acknowledged. The impl
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Approximate Word count = 1902
Approximate Pages = 8 (250 words per page)