Myths, Ceremonies, and Power-Dependence Relationships: Organizational Theory and Charter School Autonomy

Public school systems grant charter schools significant autonomy from public school system oversight. This article employs organizational theory and a case study to argue that this autonomy is compromised by school and school system activities as well as by dynamics between the school and external organizations, including school system governing bodies. Furthermore, it suggests that this autonomy exists as a dynamic (rather than static) state and affects strategic choices made by leaders at both the school and school system levels, thereby altering the nature of the autonomy itself.