ERIC Number: ED213141
Record Type: RIE
Publication Date: 1981-Aug
Reference Count: 0
The Enigma of Administrative Behaviour.
The Australian Administrator, v2 n4 Aug 1981
Writers attempting to describe administration have approached the subject from a number of perspectives. Researchers such as Gulick (1937) identified planning, organizing, staffing, directing, coordinating, reporting, and budgeting as functional elements of administration. Hemphill, Griffiths, and Fredericksen (1962), using simulated job settings, discovered eight primary factors in administrative behavior: exchanging information, discussing with others before acting, complying with suggestions, analyzing the situation, maintaining organizational relationships, organizing work, responding to outsiders, and directing the work of others. Two recent research reports used a field study and observations to analyze actual on-the-job behavior of superintendents and principals. Duignan (1980) found that the superintendent's activities are not generally planned and organized but rather are made up of uninvited verbal encounters, externally imposed deadlines, and crises. Willis found that the principal's work is marked by uncertainty, and is hectic in pace, varied in composition, and discontinuous. These findings provide comfort to the school administrator who feels guilty for spending time accomplishing little more than coping with ambiguity, frustration, and disruption. Increased used of field techniques such as ethnography and observation would be of value in uncovering further clues about the behavior of school administrators. (Author/JM)
Descriptors: Administrator Responsibility, Administrator Role, Educational Administration, Elementary Secondary Education, Ethnography, Field Studies, Job Analysis, Observation, Principals, School Administration, Superintendents
Editor, The Australian Administrator, School of Education, Deakin University, Victoria 3217, AUSTRALIA ($.85).
Publication Type: Information Analyses; Collected Works - Serials
Education Level: N/A
Authoring Institution: Deakin Univ., Victoria, (Australia). School of Education.
Note: Funded by Deakin University Foundation.