Issues of Domination and Partnership within Emerging Constructs of Power: Teacher Beliefs Embedded in Practice.

Autor/inn/en	Acker-Hocevar, Michele; und weitere
Titel	Issues of Domination and Partnership within Emerging Constructs of Power: Teacher Beliefs Embedded in Practice.
Quelle	(1996), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Analysis of Variance; Elementary Secondary Education; Higher Education; Power Structure; Public School Teachers; School Culture; Teacher Attitudes; Teacher Empowerment; Teacher Participation; Teaching Conditions; Alabama; Florida + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulkultur; Schulleben; Lehrerverhalten; Lehrbedingungen; Unterrichtsbedingungen
Abstract	This paper presents the results of a factor analysis that identified five emerging constructs of power from surveys administered in two southeastern states of residence: Florida and Alabama. The five constructs were named the "Five Dimensions of Power" and are: autonomy, resources, responsibility, political efficacy and expertise, and hierarchical beliefs about power. These dimensions were used as dependent variables in a series of one-way ANOVAs (analysis of variance procedures) to analyze the effects of several context and personal demographic variables. Results indicated that state of residence and type of community were significant main effects on autonomy, and years employed had a significant effect on the attainment and use of resources. Two-way ANOVAs for state of residence revealed three significant interaction effects with gender, community, and level of school by political efficacy and expertise; two significant interaction effects for state of residence with age and years employed by responsibility; and one significant interaction effect for state of residence with level of school by hierarchical beliefs of power. Exploratory findings indicated that context and personal demographic variables had significant main and interaction effects on different beliefs of power within teachers' work cultures. Questions are raised as to how hierarchical beliefs of power impact the adoption of new mental models of power grounded in participation, involvement, and partnership models. (Contains 77 references.) (Author/ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC