This study was concerned with the relationship between (1) educational technology employed by a high school English department and the structure of that work group, and (2) the technological-structural congruence and teacher perceptions of organizational effectiveness. It was suggested that the research findings would be useful for inducing effective change in educational systems. The sample was comprised of English departments in thirty-seven North Carolina high schools offering grades ten through twelve and employing at least fifty teachers. Data were collected from each department with respect to technology, work group structure, and teacher perceptions of organizational effectiveness. Teacher perceptions of effectiveness were measured by means of the Organizational Climate Description Questionnaire (OCDQ), the Classroom Environment Scale (CES), and Job Description Index (JDI). Findings revealed a positive linear association between technological complexity and four measures of structure--departmental discretion, departmental power, lateral exchange, and vertical exchange. Additional findings, while inconclusive, revealed enough evidence of association between technological-structural congruence and teacher perceptions of effectiveness to warrant further investigation. Methodological limitations of the study are discussed, and suggestions for further study are offered. (Author/SC)