This paper presents an exchange-theory view of school authority relations in order to identify patterns of coupling, or interdependencies, within school organizations and to analyze the potential for tighter coupling of administrative and teaching subsystems. The analysis proceeds from an argument that the social-exchange view of administrative power is particularly suited to describing and comparing loosely-coupled organizations. Variables relevant to exchange potential are identified as sources of variation in the coupling patterns within such organizational systems. This general exchange framework offers propositions regarding variation in school organization within the United States educational system and effects of general institutional trends, most notably, declining public support of education and system centralization. The analysis suggests gradual drift toward enhanced informal exchange and interdependence at the local school level and, by implication, tighter coupling of the educational administration and teaching subsystems. (Author)