ABSTRACT
The educational system in England and Wales can be regarded as a 'complex social organization'. The most widely recognized framework for understanding formal administrative and supervisory structures is the bureaucratic model first articulated methodically by Max Weber. The constituent organizations of the educational system individually and collectively respond to stimuli from their social environment, and also affect the environment with their 'output'. It has already been suggested that Weber's bureaucratic model of organizational structure and implied behaviour is fundamental. Similarly, Weber's formulation of authority types provides a background for discussion of any participant's organizational authority, power and leadership. Owens, R. G. writes, that there is abundant evidence that informal organization is essential to the functioning and administration of an organization, and the primary groups of the informal organization have great powers. The authors assume that any consideration of the educational system will need to take into account the existence of professionally oriented personnel.
