Explores the relationships between teacher perceptions of the
structural coupling in their schools and their perceptions of school
robustness and effectiveness in a research study of 73 participating
schools. Pearson product‐moment correlations of mean scores from each
school produced significant relationships, suggesting that teacher
perceptions of relatively tight coupling of goal direction/vision and
work supervision structures, and relatively loose coupling of
manipulative control structures, are associated with their positive
perceptions of school robustness and effectiveness as well as student
achievement and attendance.
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