Public school administrators must develop new organizational structures to meet declines in expenditures, enrollments, student performance, and staff motivation. In doing so they must be sure to coordinate changes at the organizational level with changes at the individual level. Development of new structures should take into account the purposes of the changes, the work technology, the organization's stage of development, and the surrounding culture. Structural changes at the organizational level, which can improve public schools' performance by applying limited resources where they are most effective, should include greater school decentralization, more subunit integration, and increased flexibility in reward structures, authority roles, and teacher roles. One way to increase flexibility is through team building. At the individual level, structural change should involve enrichment of teachers' jobs. To motivate teachers toward responsibility and achievement, job enrichment must ensure job variety, teacher autonomy, frequent feedback, and teacher identification with educational tasks. More research is needed to illuminate the effects of public school organizational change on student performance and teacher motivation. Further, in seeking organizational and individual change, school leaders will have to be open-minded and aware of circumstances supporting or retarding change. (RW)