This study was to isolate factors in conflict which teachers experience in their work and to determine their relationship to organizational bureaucracy, satisfaction, and central life interests. A stratified random sampling was used for the main position of the study. The school districts were stratified into five groups on the basis of the number…

The purposes of this study were to build a theoretical model for job satisfaction and to test its predictive efficacy using six educator groups. The posited inequity relationships were directionally supported but the beta weights and the explained variances were low. (Author)

This study tested the hypotheses that expectancy work motivation, individual attitudes toward work, and structural and environmental components are predictions of teacher job satisfaction and effectiveness. Samples were selected from junior high school and higher education faculties. Subjects responded to open-ended questionnaires, and results…

Examination of the relevant literature indicates that most studies of school structure and interpersonal relations have either been too narrow in scope, too theoretical, or too tied to the individual as the unit of analysis to support any conclusive generalizations. A search of the literature for appropriate variables to include in a more complex…

Expectancy work motivation, central life interests, voluntarism, and selected personal and environmental characteristics were strongly related to job satisfaction of secondary and higher education teachers but only mildly related to job performance as perceived by principals and department heads. (IRT)

Schools are functioning in an era of rapid change and increasing mobility. In an effort to mobilize the organizational structure to meet the standards being dictated by society, the school district reorganized the administrative structure to emphasize decentralized decision-making for direct educational functions. The hypothesis was made that…

Data collected in the fall and spring of 1980-81 from 1,442 teachers and 890 students in 89 Kansas elementary and secondary schools indicate that structural and expectancy linkages (including teacher work interdependence, communication, and expectations) and demographic variables were related to perceived organizational effectiveness, job…

The purpose of this study was to test the hypotheses that schools with more participative processes and less structure have higher levels of perceived organizational effectiveness, teacher job satisfaction, and student achievement than schools with less participative climates and more structure. A sample of 114 school units and 1,632 teachers…

The relationship between structural coupling within schools and school effectiveness was examined through two questionnaire surveys of 89 public elementary and secondary schools in Kansas. The measures of school effectiveness included teacher perceptions of their school's adaptability and goal attainment, teacher job satisfaction, and student…

Two questionnaire surveys of 89 Kansas public elementary and secondary schools examined, first, the relationship between school expectancy climate--teachers' expectations that their efforts would lead to positive student results--and school effectiveness, and, second, the change in that relationship through the school year. School effectiveness…