Abstract
The purpose of this article is to theoretically examine the loose coupling that has been observed to exist between teachers and administrators. Using Weick's concept of organizing, it is argued that teacher and administrator roles are elements of the information processing repertoires of educational organizations. As such, they must remain sufficiently independent in order to process those inputs for which each is particularly well suited. This conceptualization is grounded in thefindings of a variety of studies on schooling, teaching, and educational administration.
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