ABSTRACT
Examining the organizational structure of schools provides a basis for understanding the fundamental concepts of organizational behavior and organizational leadership. Scholars of organizational theory have conceptualized organizational structure in several ways in an attempt to first classify and then generalize common properties of organizational systems. As was seen in Chapter 1, the historical development of organizational theory has paralleled cultural and economic shifts in society. Early organizational theorists studied organizational structure from the perspective of the industrial era. As social and economic forces have produced organizational and institutional changes, organizational theory has shifted to reflect these transitions. Organizations, however, are slow to change. Schools in particular are institutions that are inextricably tied to the culture in which they operate; thus, the organizational structure of schools is strongly influenced by its historical roots. Many of the constructs of organizational structure and behavior that correlate to an earlier industrial era are still operational in school organizations. It is important for educational leaders to understand these historical underpinnings as well as organizational structures that are more closely aligned with the cultural demands and expectations of a postindustrial society. Educational leaders today must understand that the schools they are leading are transitioning organizations.
