ABSTRACT
An arrangement for examinations or an additional subject in the curriculum can be portrayed as a part of some long-standing procedure, and any attempt to change as a threat to the stability or well-being of the institution. Any study of educational management, or anyone trying to improve management performance, would be unwise to belittle the importance of rituals and traditions, both generally and in relation to a school, department or other unit. The conventional approach to bureaucracy theories, as applied to schools, requires further extension. In this context, Mintzberg H. suggests five viable configurations: simple bureaucracy, machine bureaucracy, professional bureaucracy, divisionalised form and adhocacy. If the school is large enough, combining the five parts of the professional bureaucracy with a conventional organisation 'family tree' presents few problems for either a primary or a secondary school. For educational managers, the issue is not only how to achieve the tightest possible coupling or the fewest garbage-can characteristics in the school decision-making.
