Abstract
This paper examines the dynamics of “efficiency” and “effectiveness” for elementary school administrators in light of the internal politics of the public school. Based on extensive interviews with 12 principals, the paper examines three dimensions of efficiency [organizing, coordinating, and rational decision making] and three dimensions of effectiveness [articulating goals, evaluating performance, and promoting improvement] in order to show how principals accommodate, persuade, and bargain with classroom teachers. A brief critique of orthodox bureaucratic theory, efficiency, and effectiveness is provided in the conclusion.
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