Award Date

1-1-1981

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Administration

Number of Pages

208

Abstract

Purpose. The purpose of the study was to seek to identify the nature of facilitators and barriers to the implementation of Theory Z in public school systems; Study Procedure. This study compared two profiles of management activity using a common set of variables derived from an analysis of Theory Z as devised by William Ouchi. An item-by-item analysis was done in an effort to determine what facilitators and barriers, if any, exist in relation to the implementation of Theory Z. After analyzing each item, it was determined if the theoretical hypothesis as stated was or was not supported. The procedures of investigating such potential educational concerns were as follows: (1) From the literature, a profile of Theory Z was developed. (2) From the literature, it was established that public school management is not Theory Z in style, but rather bureaucratic in nature. (3) The Clark County School District, Nevada, was used as an example of a school district where: (a) business models have been borrowed, and (b) bureaucratic characteristics are in evidence. Through the use of questionnaires and personal interviews, an attempt was made to determine what actually takes place in the Clark County School District in relationship to the eight selected characteristics of Theory Z. The purpose of the questionnaires and interviews was to describe current bureaucratic practices as a basis for comparison of profiles leading to the identity of barriers and facilitators that exist in the adaptation of Theory Z to the public schools. (4) From this comparison, conclusions about each of the eight theoretical hypotheses were drawn and acceptance or rejection of the main hypothesis was established; Conclusions. Based on individual conclusions developed from the eight selected characteristics of Theory Z, the following main conclusions were drawn: (1) It was concluded that it is possible to incorporate some selected agents of Theory Z into public school management; and (2) It was concluded that there will be more barriers than facilitators in the typical bureaucratic public school setting when an attempt is made to incorporate selected characteristics of Theory Z into the public school setting.

Keywords

Analysis; Bureaucracy; Comparative; Public; School; Selected; Theory; Traditional; Variables

Controlled Subject

School management and organization

File Format

pdf

File Size

7680 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

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Identifier

https://doi.org/10.25669/qnhq-l4f3


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