Designing better schools: The meaning and measure of enabling school structures

Citation
Wk. Hoy et Sr. Sweetland, Designing better schools: The meaning and measure of enabling school structures, EDUC ADMIN, 37(3), 2001, pp. 296-321
Citations number
51
Categorie Soggetti
Education
Journal title
EDUCATIONAL ADMINISTRATION QUARTERLY
ISSN journal
0013161X → ACNP
Volume
37
Issue
3
Year of publication
2001
Pages
296 - 321
Database
ISI
SICI code
0013-161X(200108)37:3<296:DBSTMA>2.0.ZU;2-A
Abstract
Common usage of the term bureaucracy is pejorative. To most people, bureauc racy is synonymous with red tape, rigid rules, autocratic superiors, and al ienated and apathetic employees. But organizations of any size. including s chools, have bureaucratic structures because they need appropriately design ed formal procedures and hierarchical structures to prevent chaos and promo te efficiency. Two conflicting views of the consequences of bureaucracy eme rge from the literature. Some studies demonstrate that structure alienates and frustrates, whereas other research finds structure increases satisfacti on and innovation. This study is consistent with an earlier attempt to reco ncile these two theoretically opposing perspectives by creating and testing a new construct termed enabling structure. Evidence is mounting that schoo ls can be designed with formalized procedures and hierarchical structures t hat help rather than hinder.