ERIC Number: ED368043
Record Type: RIE
Publication Date: 1992-Apr
Analyses of School Level Learning Environments: Centralized Decision-Making, Teacher Work Alienation and Organizational Effectiveness.
Johnson, B. L., Jr.; Ellett, Chad D.
Much has been learned during the past 2 decades about school learning environments; researchers have developed a variety of measures of perceptions of learning environment characteristics. However, most of the studies on this subject have used the whole school as the unit for the research. This study examined the relationships among school-level learning environment measures of teachers' perceptions of centralized decision making, work alienation, and multiple indices of school effectiveness. School effectiveness was measured on environmental robustness, organizational effectiveness, academic effectiveness, teaching effectiveness, school holding power, and student achievement. Five hypotheses were constructed and tested, viewing teacher work alienation as a mediator of the relationship between school centralization and effectiveness. Teachers from 31 elementary schools, 13 middle schools, and 14 high schools were surveyed. Teachers were also randomly selected for observation. The results of the study supported a significant, positive correlation between the degree of centralization and the degree of teacher work alienation. Relationships between work alienation and the various effectiveness indices were mixed in both direction and magnitude. Results were also inconclusive for a relationship between centralization and the effectiveness indices. When the effects of alienation were statistically controlled, the magnitude of the relationship between centralization and effectiveness was considerably reduced. (Contains 48 references.) (Author/JPT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).