| The relationship among six subscale dimensions of bureaucratization (as perceived by teachers) to Pupil Control Ideology (PCI) (as perceived by teachers) and Pupil Control Behavior (PCB) (as perceived by students) were examined to determine if the most custodial teachers and the most custodial students would perceive their schools to be more bureaucratic.;The School Description Inventory (SDI) was used to measure the educator's perception of the degree of bureaucratization. The PCI Form was used to measure the educator's self-perceived beliefs toward control of students along a humanistic-custodial continuum. Demographic Data sheets were administered to teachers (N = 297). The PCB Form was used to measure the student's view of teachers' control behavior along a humanistic-custodial continuum. This scale was administered to students in 20 randomly selected Midwestern secondary high schools.;The results of the study indicated that there is a direct relationship between a greater Hierarchy of Authority, emphasis on Rules and Regulations, level of Impersonality, degree of emphasizing Technical Competence, degree of Subject Matter Specialization, level of Centralization of Control, overall bureaucratization, and a custodial Pupil Control Ideology variables were as follows:.67 (p ;Taken together, the finding of this investigation indicate that public school teachers and their students are more custodial in their beliefs toward pupil control in more bureaucratic schools and more humanistic in their beliefs toward pupil control in less bureaucratic schools. A custodial ideology stresses maintenance of order, dominance, authoritarianism, impersonality, downward communication, subordination, conformity, mistrust, and punitive sanctions. A humanistic ideology stresses acceptance, trust, understanding, flexibility, self-discipline, individuality, and a democratic atmosphere with open channels of two-way communication. The relationship of bureaucratization to Pupil Control Ideology and Pupil Control Behavior documented in this study implies that schools should be moving away from bureaucratic organizations and toward cooperative forms of organization that can better accommodate humanistic educators and students. |
