This essay argues that it is time to revisit and reintegrate the contributions of organization theory to the understanding of educational organizations and leadership.
The arguments presented in this essay are predicated on the following assumptions: a collective recognition of the rich theoretical and conceptual contributions the field of organization has made to the understanding of educational organizations and leadership; a concern that the pragmatic press of the current reform movement – with its preoccupation with outcome measures – would discourage efforts to pursue a theoretical and conceptual understanding of educational organizations; and a recognized need to re‐articulate the utility of the frameworks and concepts provided by organizational theory literature to the larger research community.
As a defining venue for social interaction, the organization provides a context for understanding this interaction. Organizations exhibit tendencies that exist in various human groups and provide the context for a variety of basic social processes. The numerous activities witnessed in educational organizations – leading, teaching, learning, counseling, coaching, etc. – take place in an organizational context. One cannot discuss these activities without considering the context in which they occur.
The value of this essay lies in the message it seeks to convey: it is time to revisit and reconsider the important role and contributions of the organizational theory literature with regard to educational research and the larger educational enterprise.
