ERIC Number: ED196147
Record Type: RIE
Publication Date: 1980-Sep
Reference Count: 0
An Ethnographic Case Study of the Administrative Organization, Processes, and Behavior in a Model Comprehensive High School.
Zimman, Richard N.
Using ethnographic case study methodology (involving open-ended interviews, participant observation, and document analysis) theories of administrative organization, processes, and behavior were tested during a three-week observation of a model comprehensive (experimental) high school. Although the study is limited in its general application, it has generated grounded theory that challenges several formal theories including Hage's theory of complex organizations, social systems theory, decision theory, change theory, and Herzberg's motivation theory. The data indicate that low complexity in an institution does not preclude high productivity and that political processes play an important role in social control, problem identification, and decision-making. The findings also suggest that different concepts of leadership, change and decision-making apply at each stage of a school's evolution and that the congruence of these factors is vital to functional change. Finally, the overuse of motivators was found to contribute to dissatisfaction among staff. The research confirmed that a school's design, size, staff, teacher advisor program, and principal can all contribute to an open climate. (Author/WD)
Descriptors: Administrative Change, Administrative Organization, Administrator Role, Continuous Progress Plan, Decision Making, Educational Anthropology, Educational Change, Experimental Schools, High Schools, Leadership Styles, Nontraditional Education, Open Plan Schools, Organizational Change, Organizational Effectiveness, Organizational Theories, Principals, School Administration, School Community Relationship, Teacher Administrator Relationship
Publication Type: Dissertations/Theses - Doctoral Dissertations; Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Individualized Schooling.
Note: Ph.D. Dissertation, University of Wisconsin. Some figures may not reproduce clearly due to small print of original document. For a related document, see EA 013 197.