Abstract
The study of public administration is based primarily on two schools of thought; some theorists espousing political control with others supporting the inner check. Heretofore, studies have failed to examine the effects of goal conflict on relationships between political principals and bureaucratic agents. Using Texas school districts, this analysis demonstrates that goal conflict has significant effects on student performance. Goal conflict also influences relationships among school boards, teachers, and school district populations. Overall, this study advances the discipline in that it determines the ramifications of goal conflict for political principals, bureaucracies, and the public being served utilizing the most common form of bureaucracy, school districts. The arguments and implications embedded in this analysis speak to the age-old public administration question of how to reconcile bureaucracy with democracy.
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