Work Design, Role Conflict, and Role Ambiguity: The Case of Elementary and Secondary Schools

Abstract

This paper examines four sets of work design variables with respect to their relationship with role conflict and role ambiguity in elementary and secondary schools. The findings suggest that managerial strategies appropriate for minimizing role conflict are not necessarily those appropriate for minimizing role ambiguity, and that the determinants of role stress in elementary schools are somewhat different from the determinants of role stress in secondary schools. The findings also suggest that, in contrast with some of the assumptions of recent school restructuring efforts, in elementary and secondary school organizations, managerial strategies that reflect professional ethos may have no impact on teacher-reported role conflict and role ambiguity. Indeed, the findings suggest that in secondary schools, certain managerial strategies which run counter to professional ethos may in fact reduce organizational role conflict and ambiguity. Policy implications for elementary and secondary schools are discussed.