Teaching As a Nonroutine Task: Implications for the Management of Schools.

Uses contingency theory to examine workplace conditions making high school teaching nonroutine; investigate whether organic management forms arise when teachers' work becomes nonroutine; and investigate whether such management forms have potential for enhancing teacher effectiveness by promoting job-related learning. There is little evidence that organic instructional management leads to more job-related learning. (Contains 31 references.) (MLH)