MARY PARKER FOLLETT: AN ANALYSIS OF HER PROGRESSIVE INFLUENCE ON THE STUDY OF SCHOOL ADMINISTRATION, 1930-1950

Mary Parker Follett (1868-1933) is generally regarded as an important administrative theorist and one of the first to recognize that effective administration must be based on correct psychological assumptions. She was one of the primary founders of the human relations movement in management.;As a consultant and writer in the field of business administration, Follett made several important contributions beyond her recognition of the psychological considerations of effective management. These included: (1) circular response, (2) the law of the situation, (3) resolving conflict through integration, (4) coordination as the fundamental principle of administration, and (5) the nature of power and authority.;Follett's work influenced the field of school administration during the period, 1930-1950. Her ideas about democracy and the bases for creative social experience figured importantly in the work of the progressives in the field of school administration. This influence is seen particularly in the movement known as democratic administration. Eschewing the earlier preoccupation with efficiency, they sought to develop an alternative view of school administration as the embodiment of democratic principles and practices.;This study focused on three tasks: (1) to establish Follett's role as a progressive, (2) to identify and describe her major contributions to administrative thought, and (3) to trace the influence of Follett's ideas on the developing field of school administration during the period from 1930-1950.;Follett was a progressive and an active participant in the progressive movement. Her own work embodied progressive ideas and ideals. In all her efforts Follett's overriding objective was the revitalization of democracy by basing the conduct of democracy on sound psychological and sociological principles.;The areas suggested for further study included: (1) the need for a thorough examination of the early period of school administration (1890-1930) in order to better understand the historical context in which the field developed; (2) the need for continued research into the influence of progressive thought on the development of school administration (1930-1950); and (3) the need to study further unique aspects of the progressive movement, such as the extraordinary role played by New York City which was the gathering place for progressives and the ubiquitous forum for the interplay of progressive ideas.