TEACHING AS A NONROUTINE TASK - IMPLICATIONS FOR THE MANAGEMENT OF SCHOOLS

Using contingency theory as a framework for analysis, this article sou ght to accomplish three main objectives: (a) to examine workplace cond itions that make teaching in high schools nonroutine; (b) to investiga te the hypothesis that when the work of teachers becomes nonroutine, o rganic forms of management arise in high schools to coordinate and con trol instruction, and (c) to investigate whether organic forms of mana gement can reasonably be expected to enhance the effectiveness of teac hers by promoting job-related learning. The findings suggest that perc eived variability in students and the disciplinary specialization of t eachers affect the extent to which teachers report their work as nonro utine. The findings also demonstrate that nonroutine teaching is assoc iated with the development of organic management in high schools. Howe ver there is little evidence to support the idea that organic manageme nt of instruction leads to more job-related learning by teachers The i mplications of these findings for research on teaching, the organizati onal design of schools, and school effectiveness are discussed.