Routines in school organizations: Creating stability and change

Abstract

Purpose

This paper presents routinized action theory as a way to examine the regular, habitual activities that occur in school organizations. Using this theoretical lens, school routines were analyzed in order to understand organizational stability and change.

Design/methodology/approach

Using case study methods, three discrete cases are presented, a K‐12 public school setting, a private international school, and a central office in an educational system. Cases were selected for their descriptive detail and illustrate different aspects of the theory.

Findings

Routinized action theory posits that alterations in routines occur for different reasons: failure to produce desired outcome; producing new possibilities, and/or falling short of ideal targets. In these case studies, routines were altered by management to address problems, repair what did not work, and strive toward new targets. Management also shifted resources accordingly. While these actions can help the organization survive environmental changes, routines may also restrict the organization's response to change.

Practical implications

By analyzing the resources associated with routines, school administrators can understand the possibilities for accomplishing necessary work in ways that reduce environmental influences. Routines might be a useful lever for change.

Originality/value

Routinized action theory may have been overlooked as a viable means to analyze educational organizations. The systematic application of this theoretical lens to schools holds significant implications for practitioners and researchers because schools are deeply routinized organizations.

Citation

Conley, S. and Enomoto, E.K. (2005), "Routines in school organizations: Creating stability and change", Journal of Educational Administration, Vol. 43 No. 1, pp. 9-21. https://doi.org/10.1108/09578230510577263