Abstract

This quantitative study analyzed the relationship between district characteristics, the educational environment and the administrative organizational structure in public schools in the Commonwealth of Pennsylvania between the 1996-1997 school year and the 2006-2007. More specifically, this study conducted an assessment of the changes and stability that have occurred in the Commonwealth’s 501 public school district’s administrative positions and structures and determined the trends or relationships that exist between the administrative structure in comparison with district characteristics and the educational environment.

Pennsylvania public schools have increased in total number of administrators across the Commonwealth from 5,734 in the 1996-97 school year (Database 1996-97) to 7,348 administrators in the 2006-07 school year (Database 2006-07). This is an increase of 1,614 administrators across the 501 public school districts. These increases have not been consistent from one year to another or across districts. Little is known concerning the relationship between internal district characteristics, the external educational environment and administrative changes or stability. In addition, little is known about that combination of characteristics that have allowed some districts to remain stable in a changing educational environment. In an effort to provide more information on these issues, this quantitative study analyzed public school administrative positions and structures in the 501 Pennsylvania school districts over time in relation to the district’s characteristics and educational environment. By assessing combinations of district characteristics and the educational environment, this study sought to find similarities and differences in how districts administratively respond to forces and pressures on the organization.