The Problem with Power: Whose Definition? "Gendered" Language Differences on Both Personal and Organizational Factors of Power with US and Canadian Teachers.

Autor/inn/en	Acker-Hocevar, Michele; und weitere
Titel	The Problem with Power: Whose Definition? "Gendered" Language Differences on Both Personal and Organizational Factors of Power with US and Canadian Teachers.
Quelle	(1996), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Collegiality; Elementary Secondary Education; Foreign Countries; Higher Education; Participative Decision Making; Power Structure; Public School Teachers; School Culture; Sex Differences; Teacher Attitudes; Teacher Empowerment; Teaching Conditions; Canada + Suchen Sie Ihr Suchwort? Kollegialität; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulkultur; Schulleben; Sex difference; Geschlechtsunterschied; Lehrerverhalten; Lehrbedingungen; Unterrichtsbedingungen; Kanada
Abstract	This study examined participants' beliefs and practices regarding power with personal demographic variables (gender, age, degree level, and years of experience) and school-related variables (level of school employed, type of school community, and overall citizenship) on power beliefs and practices. A principal component analysis of 668 survey responses yielded 2 factors that explained 51 percent of the common variance in responses. Factor 1 consisted of 17 items and was named "organizational beliefs concerning empowerment and resource control"; factor 2 consisted of 13 items and was named "personal beliefs about accountability, responsibility, a powerful educator, and practices of power." Multivariate analysis of variance procedures were used to address three research questions. Results indicated that both national (United States and Canada) and state (Florida, Georgia, and Alabama) residence of employment and highest degree attained proved to be significant main effects on factors 1 and 2 respectively. Additionally, level of school and type of school community were significant interaction effects on both factors 1 and 2. Study results suggested that differences between females' and males' perspectives of power, which were the basis of the survey design, were minimized by the political and social contexts in which teachers were working. (Contains 52 references.) (Author/ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC