ERIC Number: ED214247
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
Structural Coupling in Schools.
Miskel, Cecil; McDonald, David
The relationship between structural coupling within schools and school effectiveness was examined through two questionnaire surveys of 89 public elementary and secondary schools in Kansas. The measures of school effectiveness included teacher perceptions of their school's adaptability and goal attainment, teacher job satisfaction, and student attitudes toward school. Structural coupling was measured by seven variables, comprising work interdependence among teachers and between teachers and learning disability specialists, school discipline procedures, teacher isolation, and teacher communication with principals, other teachers, and learning disability specialists. The two surveys covered 1,697 teachers and 880 students in the fall and 1,442 of those teachers and all the same students the following spring. Analysis of the coupling variables using measures of central tendency indicated the schools were loosely coupled. Correlation coefficients showed significant, positive correlations between the coupling variables and the measures of school effectiveness. This suggests schools with tighter coupling are more effective. The correlations were stronger in the spring than the fall. The authors suggest further research on schools' structural configurations, sociometric interaction patterns, and methods of structural coupling. (RW)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Kansas; School Effectiveness; Structural Coupling (Organizations)
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 19-23, 1982). For a related document, see EA 014 468.