Formal Organizational Structural Factors and Perceived Job Satisfaction of Classroom Teachers

Abstract

Tall, medium, and flat public school organizations were tested for possible effects on job satisfaction of teachers. Comparisons between teacher groups in each of the three structural types showed significant differences in job perceptions. Although these differences were inconsistent in all areas tested, teachers in flat organizations perceived higher job satisfaction than their counterparts in tall and medium organizational types in three areas: community prestige, professional authority, and participation in determining school goals. Generally, the more administrative levels existing between higher administrative positions and teaching positions, the more these positions were perceived by the incumbents as restrictive, regimented, and formalized.