Teachers’ Perceptions of Power Relationships
Abstract
Research exists on the power relationships experienced by teachers in public schools as they interact with each other and with the principal. However, no such studies had been done in non-public schools. What takes place in Catholic schools should be examined because of the significant role these schools have played in the American educational system. The purpose of this qualitative study was to discover how teachers describe their experiences of power relationships as they talked about school-related issues in two Catholic secondary schools for girls. Research methods included semi-structured interviews, participant observation, and informal conversations. Data were analyzed according to Nyberg’s (1981b) four forms of power theory (force, exchange and bargaining, rhetoric, trust and mutual commitment). The findings suggest that in Catholic schools, securing commitment to the mission through the use of rhetoric is important, perhaps essential. In girls’ schools, the trust and mutual commitment form of power is present where there is a traditional, hierarchical organizational structure. The exchange and bargaining power form is common among teachers and with the principal in both settings. Insights gained from this study are intended to promote understanding of the personal and social dynamics which support positive power relationships, lead to greater involvement of teachers in substantive decision making, and ultimately benefit students.Downloads
Published
2002-03-01
How to Cite
Ochterski, B. E. (2002). Teachers’ Perceptions of Power Relationships. Catholic Education: A Journal of Inquiry and Practice, 5(3). Retrieved from https://ejournals.bc.edu/index.php/cej/article/view/955
Issue
Section
Articles
License
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).