The measurement of meaning

New Patterns of Management.

This is a study in industrial sociology; it a partial report, to be followed by another, of an investigation of singel factory seen in the light of Max Weber's theory of bureacracy.

Patterns of Industrial Bureaucracy.

actions, and interactions of school leadership as they unfold together in the daily life of schools. The research program involves in-depth observations and interviews with formal and informal leaders and classroom teachers as well as a social network analysis in schools in the Chicago metropolitan area. We outline the distributed framework below, beginning with a brief review of the theoretical underpinnings for this work—distributed cognition and activity theory—which we then use to re-approach the subject of leadership practice. Next we develop our distributed theory of leadership around four ideas: leadership tasks and functions, task enactment, social distribution of task enactment, and situational distribution of task enactment. Our central argument is that school leadership is best understood as a distributed practice, stretched over the school’s social and situational contexts.

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Investigating School Leadership Practice: A Distributed Perspective

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https://link.springer.com/content/pdf/10.1057%2Fjors.1974.92.pdf

The Nature of Managerial Work

This study applied the structured observation technique developed by Mintzberg to the high school principalship. Observation of the activities performed by five principals resulted in a characterization of school administration that paralleled private sector management in many respects. Principals exercised building-level authority over such matters as organi zational maintainance, the administration of the instructional program, pupil control, and extra-curricular activities. They spent comparatively little time on affairs external to the school organization. Although their work pace was hectic, there were certain cyclic features which could be identified.

The managerial behavior of high school principals

The work behavior of five elementary school principals was examined using Mintzberg's structured observation technique. The principals' activities exhibited the intensity, variety, and fragmentation typical of administrator work. Compared with secondary principals in an earlier study, the elementary principals' pace was less hectic, and they spent more time on the instructional program. They also exhibited many individual differences. The authors conclude with a consideration of the limitations of structured observation. The article is an expanded version of a paper presented at the Annual Meeting of the American Educational Research Association, New York Citv, March 1982.

Elementary School Principals' Work Behavior:

Observations and interviews were conducted in a high school, selected because of high student achievement scores, controlled for socioeconomic status, and a reputation for excellence. An organizational culture that cut across school groups including students, was found. It was grounded in academics and school spirit. A set of reinforcing elements was proposed as the reason for the culture. It included: administrators, teachers, parents, and a school board committed to academic study; a community whose main employer was a medical centre and which was perceived to be education‐oriented; many students who associated academic success with material success and popularity; and a school superintendent who acted as a catalyst. If students are to be part of a school′s organizational culture, reinforcing elements equivalent to those found are probably crucial. They counteract the oppositional student and adult subcultures that are so common in schools.

Organizational Culture in a Good High School

John Dewey′s thought is the premier philosophic source on reflective methods. Examination of his thought has much to offer current work on reflective administration. It provides philosophical grounding and an intellectual and ethical context for the use of reflective methods in administrative practice and preparation. Reviews relevant features of Dewey′s philosophy and shows implications for the use of reflective methods in educational administration.

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Dewey’s Theory of Inquiry and Reflective Administration

Four hypotheses on principals' organizational commitment and school environmental robustness were tested. Teachers and principals in 51 high schools supplied data using two standard measures. To avoid same respondent bias, about half of the teacher respondents completed one instrument, half the other. The unit of analysis was the school. Teacher perceptions of their principals' commitment were positively related to school robustness, but principals' self-reported commitment was not. The congruence of teacher perceptions of commitment and principals' commitment was associated with school robustness. Principals' commitment and their ratings of robustness were correlated. Teachers were lower than principals in their estimates of both commitment and robustness. However, teachers' perceptions of their principal's commitment and the principals' self-reported commitment were significantly related. Explanations for these and other results were suggested.

Donald J. Willower

Papers

The managerial behavior of high school principals

Elementary School Principals' Work Behavior:

Organizational Culture in a Good High School

Dewey’s Theory of Inquiry and Reflective Administration

Principals' Organizational Commitment and School Environmental Robustness