NotesFAQContact Us
Search Tips
ERIC Number: ED064231
Record Type: RIE
Publication Date: 1972-Apr
Pages: 22
Abstractor: N/A
Reference Count: 0
School System Bureaucratization and Teachers' Sense of Power.
Meyers, Russell W.
During the school year 1969-70, 30 school districts supplied data for research concerning the relationship of organizational structure of the school system and the teachers as organizational participants. The target population included all K-12 school systems in Illinois with the exception of the Chicago Public Schools. Data were obtained by use of a) personal interviews with superintendents, b) a Principal Information Questionnaire sent to a random sample of 35 teachers, c) staff lists and other printed material provided by the school districts, and d) a review of background studies. Variables affecting the extent to which teachers believe they are able to influence the course of events in the school system include a) the level of academic training of teachers and superintendents, b) teachers' personal characteristics-age, c) prior tenure of the superintendent of the district, d) teachers' responses to the position of authority, and e) the specialization of functions throughout the system. All variables except the level of academic training for teachers are negatively related with teachers' sense of power. The question of the effect of school system bureaucratization and teachers' sense of power remains unresolved; failure to resolve this might indicate bureaucracy must be seen as a unitary rather than a multidimensional concept. (MJM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the annual meeting of the American Educational Research Association (Chicago Ill., April 1972)