Teachers' interrelations with the principal, subject coordinators, and homeroom teachers in a high school have tightened significantly as a result of the computerization of the school's instruction-administration subsystem. Changes were found in six major categories: accountability, instruction evaluation, supervision, feedback, frequency of meetings, and shared decision making. Greater cooperation, mutual accountability, teamwork, joint planning, and mutual instruction evaluation and feedback developed among teachers teaching the same subject, but not between teachers teaching different subjects.
Get full access to this article
View all access options for this article.
References
1.
Attewell, P. , & Rule, J. (1984). Computing and organizations: What we know and what we don't know. Communications of the ACM, 27(12), 1184-1192.
2.
Avidov, 0. (1993). The effects of MIS on the nature of the interrelation between school professionals. Unpublished master's thesis, Tel-Aviv University, Israel.
3.
Barth, R. S. (1990). Improving schools from within. San FrancisCO:Jossey-Bass.
4.
Bogdan, R. C. , & Bicklen, S. K. (1982). Qualitative research for education: An introduction to theory and methods. Boston: Allyn & Bacon.
5.
Dornbusch, S. , & Scott, W. R. (1975). Evaluation as the exercise of authority. San FrancisCO:Jossey-Bass.
6.
Fontana, A. , & Frey, J. H. (1994). Interviewing: The art of science. In N. K. Denzin & Y S. Lincoln (Eds.), Handbook of qualitative research (pp. 361-376). Thousand Oaks, CA: Sage.
7.
Fulmer, C. L. (1995). Maximizing the potential of information technology for management: Strategies for interfacing the technical core of education. In B. Z. Barta, M. Telem, & Y. Gev (Eds.), Information technology in educational management (pp. 3-8). London: Chapman & Hall.
8.
Fulmer, C. L. , & Frank, F. P. (1997). Developing information systems for schools of the future. In A.C.W. Fung, A. J. Visscher, B. Z. Barta, & D.C.B. Teather (Eds.), Information technology in educational management for the schools of the future (pp. 122-130). London: Chapman & Hall.
9.
Glassman, R. B. (1973). Persistence and loose coupling in living systems. Behavioral Science, 18, 83-98.
10.
Guba, E. G. (1978). Toward a methodology of naturalistic inquiry in educational evaluation. Los Angeles: Center for Study of Evaluation, University of California.
11.
Hannaway, J. , & Sproull, L. S. (1979). Who's running the show? Coordination and control in educational organizations, Administrator's Notebook, 27, 1-4.
12.
Hargreaves, A. (1993). Individualism and individuality: Reinterpreting the teacher culture. In J. W. Little & M. W. McLaughlin (Eds.), Teachers' work: Individuals, colleagues, and contexts. New York: Teachers College Press.
13.
Hecht, J. B. , Roberts, N. K., & Schoon, P. L. (1996). Teacher teams and computer technology: Do combined strategies maximize student achievement? Journal of Research on Computing in Education, 28, 318-328.
14.
Hicks, J. O. (1990). Information systems in business: An introduction. St. Paul, MN: West.
15.
Janesick, V. J. (1994). The dance of qualitative research design: Metaphor, methodology, and meaning. In N. K. Denzin & Y S. Lincoln (Eds.), Handbook of qualitative research (pp. 209-219). Thousand Oaks, CA: Sage.
16.
Little, J. W. (1987). Teachers as colleagues. In V. Richardson-Koehler (Ed.), Educators' handbook: A research perspective (pp. 491-518). New York: Longman.
17.
Little, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers' professional relations. Teachers College Record, 91(4), 509-536.
18.
Lortie, D. C. (1969). The balance of control and autonomy in elementary school teaching. In A. Etzioni, (Ed.), The semi-professions and their organization. New York: Free Press.
19.
Lortie, D. C. (1975). The school teacher: A sociological study. Chicago: Chicago University Press.
20.
Meyer, J. W. , & Cohen, E. (1970). The impact of the open-space school upon teacher influence and autonomy: The effects of organizational innovation. Stanford, CA: Stanford University, Center for Research and Development in Teaching.
21.
Miles, M. B. , & Huberman, M. A. (1994). Qualitative data analysis: An expanded source-book. Thousand Oaks, CA: Sage.
22.
Navon, D. , & Shapira, R. (1994). Controlled openness: Social aspects of computer assisted instruction in schools. Studies in Education, 59/60, 179-206.
23.
Nolan, R. L. (1982). Managing the data resource function (2nd ed.). St. Paul, MN: West.
24.
Ogawa, R. T. (1984). Teachers and administrators: Elements of the information processing repertoires of schools. Educational Administration Quarterly, 20, 5-24.
25.
O'Mahony, C. D. (1997). Information systems effectiveness and organizational culture: An underlying model for ITEM evaluation. In A.C.W. Fung, A. J. Visscher, B. Z. Barta, & D.C.B. Teather (Eds.), Information technology in educational management for the schools of the future (pp. 65-72). London: Chapman & Hall.
26.
Patton, M. Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage.
27.
Rosenholtz, S. J. (1989). Teachers' workplace: The social organization of school. New York: Teachers College Press.
28.
Selwood I. D. , & Drenoyianni, H. (1997). Administration, management and IT in education. In A.C.W. Fung, A. J. Visscher, B. Z. Barta, & D.C.B. Teather (Eds.), Information technology in educational management for the schools of the future (pp. 98-104). London: Chapman & Hall.
29.
Simon, H. A. (1969). The science of the artificial. Cambridge, MA: MIT Press.
30.
Spradley, J. P. (1980). Participant observation. New York: Holt, Rinehart & Winston.
31.
Telem, M. (1987). School administration computerization: A process approach. Programmed Learning and Educational Technology, 24(4), 334-341.
32.
Telem, M. (1990a). DSS in educational organizations. Computers and Education, 14(1), 61-69.
33.
Telem, M. (1990b). Educational DSS: Potential services, benefits, difficulties and dangers. Computers and Education, 14(1), 70-81.
34.
Telem, M. (1990c). MIS possible impact on educational organizations as loosely coupled systems. Computers and Education, 14(6), 463-473.
35.
Telem, M. (1991). A knowledge base for information technology in educational administration. Journal of Research on Computing in Education, 23(4), 594-610.
36.
Telem, M. (1993). Information technology: A missing link in educational research. Journal of Research on Computing in Education, 26(1), 123-142.
37.
Telem, M. (1994). Information technology use in educational management systems. The international encyclopedia of education (2nd ed., Vol. 5, pp. 2828-2831). Oxford, U.K.: Pergamon.
38.
Telem, M. (1997). The school computer administrator's (new) role impact on instruction administration in a high-school-A case study. Computers and Education, 28(4), 213-221.
39.
Telem, M. , & Avidov, O. (1994). Management information system (MIS) impact on the loosely coupled nature of a high-school: A case study. Planning and Changing, 25(3/4), 192-205.
40.
Telem, M. , & Buvilski, T. (1995). The potential impact of information technology on the high-school principal's role-A preliminary exploration. Journal of Research on Computing in Education, 27(3), 281-296.
41.
Visscher, A. J., Spuck, D. W., & Bozeman, W. C. (Eds.). (1991).[Special Issue]. Journal of Research on Computing in Education, 24(1).
42.
Weick, K. E. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21, 1-19.
43.
Weick, K. E. (1982). Administering education in loosely coupled schools. Phi Delta Kappan, 63, 673-676.
