The public schools as a work environment

Abstract

KP:OGH, B. K. and BI,:CKI.;IZ, L. D. 1I;arly detection of learning problems: Questions, cautions, and P~~A S L I N G , J. and STICRN, G. ICffect of the observer in t,he classroom. Journal of Educalioi~al Psy-P~ICCARTHY, J. M. and P,\n.\sKiworour,os, J. I3ehavior @terns of learning disabled, emotionally PIMM, J. B., QU.ZY, H. C. and W I~I~Y , J. S. Iliniensions of problem behavior in first grade children. SILBICRMAN, M. Behavioral expression of t,eachers' attihdes toward elementary students. Journal SPIVACK, G. and SWIFT, M. The classroom behavior of children: A critical review of teacher-admini-SPIVACK, G., SWIFT, M. and PRI(;\Z.ITT, J. Syndromes of disturbed classroom behavior: A behavioral Journal of Special Educatioti, 1971, 5, 269-292. VAN DIC G I S I~, J. P. ZiLlroductioti to nmllivariate a~~l y s i s .for the social sciences. San Francisco: W. H. 1tefleet.ion-impulsivity: The generality and dynamics of conceptual tempo. o j Ahnormat Ps~cho~ogy, 1966, 72, 17-24. guidelines. chologq, 1969, 60, 351-354. disturbed, and average children. Esceplioml Childretr, 1969, 36, 69-74. Psychology i t i the Schools, 1966, Q, 153-157.This st,udy examined the percept.ions of elementary and secondary school teachers, and school board members, of the school as a work environment. The Work Ihvironment Preferences Scale, an instrument based on Weber's components of bureaucratic organizations, was administered to all the teachers and board members of a small Maine school district. Board members, then secondary t,eachers, preferred bureaucratic organization and principles. Implications for education are discussed.Increasing attention is being given by psychologists and educators to the influences of the educational environment on students and to methods of describing this environment and assessing its impact.The environment has a t least two major components: (a), the physical structure imposed on students by spatial arrangements of the building, the room, and the decor; and (b), the authority structure or relationships within and between students, faculty, and administration. The recent interest in open education, fanned by the work of Silberman (1970), is typical of recurring interest in the physical environment. In terms of the authority structure, much less public concern exists; however, educators have long demonstrated an awareness and interest in this variable. Weber (1947) was among the first to point out the bureaucratic organization of the schools and Dreeben (1973) provided an excellent review of subsequent consideration of both of these components. Trickett and Moos (1973) recently reviewed the research on assessment of environment and described the influence of the environment on human behavior and the importance of the interaction of the person and the environment in accounting for a significant amount of behavioral variance. They feel that much more research and knowledge is Requests for reprints should be sent to Walter G. McIntire, School of Human Development, Orono, Maine 04473.