Power and Policy

Powers do affect the education system and the power that shape them. Much of that power is wielded by individual employees of the system, acting in their capacity as government officials. Their power ultimately rests on their institution and the policies and traditions behind it, not on their personal characteristics. As the twenty-first century begins, the legitimacy of all authority is weakened, educators have to learn to use other types of powers, and understanding the power relationship in their policy environment becomes more important than ever. Developing an understanding of power is therefore crucial for education leaders.
Implementation is the stage of the policy process in which a policy formally adopted by a government body is put into practice. The major actors in the implementation arena are the implementers. These include government officials who have the legal authority to see that a new policy is put into effect. Successful implementation depends upon developing and maintaining both the will and the capacity of the intermediaries. The individuals and agencies that must cooperate in order to implement a policy must have reasons for doing so, therefore they must be willing. Implementation is an important part of the work of all school leaders and one that they often dread. Today no excuse exists for failure; a good knowledge base, combined with thought and planning, will lead to success in this difficult endeavor.
Power raise ethical issues, power tends to corrupt and absolute power corrupts absolutely. Power is seductive, even addictive tonic, and anyone who takes it, ostensibly for a limited time and for a limited purpose, invariably finds it easier and easier to justify retaining and exercising it beyond these limits. Educators have been notably susceptible to this temptation. Power is to be exercised consciously, with awareness of its corrupting potential and one’s own susceptibility. School leaders should consider power a useful but potentially dangerous tool, similar to an automobile. Leaders must exercise power while consciously thinking about what they are doing.
School Failure-This is a striking issue in schools today. Educators should not dwell on the failure itself but examine the policies that precipitate the failure. Therefore it would be advantageous to reassess the implementation of policies in a school. Student failure is usually as a result of poor leadership. Factors such as inconsistency, poor judgment, consequences for inappropriate behavior, lack of professional development for teachers, will result in a failing school. Policy therefore plays a vital role in the culture or tone of schools.
















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