The Perceived Effectiveness of French and Raven's Five Power Bases for Vocational High School Teachers and Students.

Autor/inn/en	Tauber, Robert T.; Knouse, Stephen B.
Titel	The Perceived Effectiveness of French and Raven's Five Power Bases for Vocational High School Teachers and Students.
Quelle	(1983), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavior Theories; Classroom Communication; Classroom Environment; Classroom Techniques; Comparative Analysis; Discipline; High School Students; High Schools; Interaction Process Analysis; Organizational Theories; School Shops; Social Behavior; Student Attitudes; Teacher Attitudes; Teacher Behavior; Teaching Methods; Validity; Vocational Education; Vocational Education Teachers + Suchen Sie Ihr Suchwort? Klassengespräch; Klassenklima; Unterrichtsklima; Klassenführung; Disziplin; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Prozessanalyse; Organisationstheorie; Schulkiosk; Social behaviour; Soziales Verhalten; Schülerverhalten; Lehrerverhalten; Teacher behaviour; Teaching method; Lehrmethode; Unterrichtsmethode; Gültigkeit; Ausbildung; Berufsbildung; Ausbilder
Abstract	A study examined the way in which vocational and technical faculty and students perceive the effectiveness of French and Raven's five power bases. (To explain the way in which organizational control operates, French and Raven postulated the following five power bases: reward, coercive, legitimate, referent, and expert power.) During the study, researchers surveyed 193 students from 10 home schools and 13 vocational and technical shops as well as 10 shop instructors. These individuals were asked to rank their perception of the frequency of use of each of the behavior control categories and to rate the effectiveness of each power base. Referent power far outranked the other power bases as the most effective means of control while punishment was ranked as the least effective control strategy. In terms of frequency of use, students felt that the vocational teachers used referent and expert power more frequently than did the home school teachers, while the home school teachers are perceived to use punishment far more frequently than the vocational teachers. Based on these findings, recommendations were made calling for shop instructors to do more to cultivate their expert power and to rely more heavily upon legitimate than on reward power. (Tables summarizing survey findings are appended.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC