Sources, assessment, and effects of power on resource allocations: A study of elementary schools in an urban system

Research in organization behavior typically focuses on either the rational or political model. This study uses a resource dependency perspective to examine the relationship between power and the allocation of resources in the context of urban public schools. Resource dependency theory predicts that power accrues to a subunit that provides critical resources important to an organization. Schools, the focal organization of the study, were the unit of analysis.; Two methods were employed for data collection. A Delphi process, composed of interviews and questionnaires, was used to develop criteria and assess school power. Archival records were examined over a four year period for sources of school power and district resource allocations. Variable adjustments were made for inflation and control of size. Factor analysis tested for multicollinearity among variable sets. Variable sets examined were: (a) Sources of Power variables of Government Support, Parental Support, Business Support, Distinctiveness, and Achievement; (b) School Power, an assessment of principal power; and (c) Resource Allocations of Capital Outlay, Maintenance, and Personnel.; Descriptive statistics indicate that schools in the district had primarily lower socioeconomic student populations. Parents contributed little financial support to schools whereas government support was sizable. Correlation coefficients indicate that poor schools were negatively related to school power. Conversely, distinctive schools were positively related to school power.; Path analysis was used for estimation of the model. Governmental support, distinctiveness, and school power influenced the allocation of capital outlays. Results indicate that although poor schools lacked power, the schools had a direct influence on capital allocations. The contrary was noted for more affluent schools with middle income student populations. Those schools had a negative influence on capital allocations. Only indirectly through school power did more affluent schools influence capital allocations. The findings suggest that external constraints and power are influencing the model. Federal dollars brought in by poor schools are critical resources for an urban school district.