t structural organization often dictates the nature of structural linkages in schools.
As the authors point out, in some cases District organization dictates tightly linked bureaucracies in which communication is precise and accurate, actions and outcomes are well monitored, and corrective action is both appropriate and immediately forthcoming; moreover, it is often evaluated to make sure that it is indeed corrective.
In other cases, District policy results in a much looser linked structure. There can be an absence of internal coordination with in the schools under this loose structure as well as much less bureaucratic and/or administrative control and influence. These looser structures are characterized by Miskel, McDonald and Bloom (1983) as:
Structures decoupled from each other and from ongoing activities. In place of coordination, inspection, and evaluation, a logic of confidence and good faith is employed. (p.50)
The authors examined for the effects of tight and loose structural linkages on three measures of school effectiveness: (1) perceived organ
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