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ERIC Number: ED161164
Record Type: RIE
Publication Date: 1978-Mar-30
Pages: 47
Abstractor: N/A
Reference Count: 0
The Effects of School Control Structures on Teacher Perceptions of Autonomy.
Leiter, Jeffrey
This study examined the relationships between various components of organizational control and individual teacher reports of autonomy. The effects of two types of control were examined: information-gathering structures (such as observation) and directive control structures (such as rules). The data for the study were drawn from a survey of 35 schools in southeastern Michigan, from the Michigan Educational Assessment Program, the Michigan Department of Education's Register of Professional Personnel, Michigan school district offices, and the 1970 United States Census. The survey used two questionnaires, one for building administrators and one for teachers. It was expected that more elaborate control structures would be associated with decreased levels of individual reported autonomy. This expectation was not widely supported by the data analysis. Neither type of control was regularly associated at statistically significant levels with teacher perceptions of their own autonomy. In fact there was some suggestion that control actually enhances perceived autonomy. Explanations for these unexpected findings may lie in the role of organizational structures in facilitating teacher influence attempts and on the role of administrative expectations in facilitating individual professional practice. Future work must specify processes intervening between control structures and individual experiences and explore the nonconstraining effects of control. (Author/JM)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Rules and Regulations; School Control Structures; Teacher Autonomy
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Toronto, Ontario, March 27-31, 1978)