The author is Professor of
Educational Administration at
the University of Wisconsin-Madison.
In this article he draws upon case
studies of the school principal and
other senior administrators, in eight
'ordinary' metropolitan secondary
schools in the upper midwest of the
United States, to describe how the
actions of school-level administrators
affect the quality of work life of teachers
in schools. In interpreting the data
Richard Rossmiller draws upon
both rational bureaucratic and
loose-coupling theory.
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