ERIC Number: ED221918
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
The Power of Organizational Setting: School Norms and Staff Development.
Little, Judith Warren
Observations of and interviews with teachers and administrators in three elementary and three secondary schools provided support for the hypothesis that the social organization of the school as a workplace affects the fruitfulness of staff development efforts and the effectiveness of the school as a whole. This report reviews the relevant literature on organizational theory and role theory, applies these theories to the school setting, and presents the findings of the research based on these theoretical approaches. The first of two sets of findings centers on the character of the school as a workplace in which teachers' role expectations inhibit or encourage collegiality and openness to innovation. The character of the school is explored in terms of the kinds of work practices followed; the degree, location, frequency, practicality, relevance, reciprocity, and inclusivity of staff interactions; the status, knowledge levels, and role competence of the individual staff members; and the general and specific influence of the principal. The second set of findings focuses on characteristics of influential staff development efforts, notably the degrees of collaboration, collective participation, focus, and time involved. The relationship between school effectiveness and each characteristic considered in both sets of findings is explored as each characteristic is discussed. (PGD)
Descriptors: Administrator Role, Educational Innovation, Elementary Secondary Education, Faculty Development, Group Dynamics, Informal Organization, Inservice Teacher Education, Organizational Theories, Peer Relationship, Role Perception, Role Theory, School Effectiveness, School Organization, Teacher Administrator Relationship, Teacher Attitudes, Teacher Role
Publication Type: Speeches/Meeting Papers; Reports - Research; Opinion Papers
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 13-17, 1981). Adapted from "School Success and Staff Development: The Role of Staff Development in Urban Desegregated Schools" (ED 206 745). For related documents, see ED 205 628 and ED 206 745.