ERIC Number: ED226412
Record Type: RIE
Publication Date: 1982-Nov
Reference Count: 0
Organizational Effectiveness of Schools.
Executive Review, v3 n2 Nov 1982
Because organizational effectiveness of schools is difficult to define, a model is needed to explain the complexities of the concept. Two models offer some promise. One is the goal model, which defines effectiveness as the degree to which organizations meet or surpass their goals (either official or operational). The other is the system resource model, which measures effectiveness in terms of the organization's ability to secure advantageous bargaining positions and thereby acquire scarce and valued resources. Criticisms can be made of each model, but integration of the two models can increase their utility. However, four additional factors need to be considered, including the dimension of time, the organizational level under consideration, multiple constituencies (each with different ideas about effectiveness), and multiple criteria of effectiveness. To specify dimensions of effectiveness in the integrated model, Talcott Parsons' four functions of social systems should be added, involving adaptation, goal attainment, integration, and latency, or value system maintenance. For each function, the model includes multiple indicators (or criteria) of effectiveness, and for each indicator, the model adds time, level, and constituency factors. (Author/RW)
Descriptors: Criteria, Educational Objectives, Elementary Secondary Education, Institutional Role, Models, Organizations (Groups), Resources, School Effectiveness, Social Structure, Time
Editor, The Executive Review, Institute for School Executives, 210 Lindquist Center, University of Iowa, Iowa City, IA 52242 ($1.00).
Publication Type: Collected Works - Serials; Opinion Papers
Education Level: N/A
Authoring Institution: Iowa Univ., Iowa City. Inst. for School Executives.
Identifiers: Parsonian Theory
Note: Figure 1 may not reproduce due to small print of original document.