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首页> 外文期刊>The International Journal of Educational Management >Principals' conceptions of teachers' power basis: a phenomenographic study
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Principals' conceptions of teachers' power basis: a phenomenographic study

机译：校长的教师权力基础观念：现象学研究

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Purpose-The purpose of this paper is to describe the various ways in which a group of principals conceptualize the power basis of teachers within teacher-principal interactions.Design/methodology/approach-The present study takes power as a potential to influence people as it was conceptualized in the taxonomy developed by French and Raven (1959/1968) and Raven (1993). This taxonomy was also used to discuss the conceptions emerged in the interview data. A total of 16 principals, 8 from public schools and 8 from private schools, were interviewed.Findings-The phenomenographic analysis of the interviews with the 16 principals revealed five ways of understanding teachers' power basis. These conceptions (in the form of categories of description) were: (a) the principal's sense of reciprocity, (b) teachers' field-specific knowledge, (c) teachers' administrative experience, (d) teachers' union affiliation and (e) teachers' legal rights. Categories (a) and (b) were common to all the study's participants. Category (c) was unique to participants from private schools, while categories (d) and (e) were unique to participants from public schools.Research limitations/implications-Three topics-the subtler forms of legitimate power, the issue of teacher tenure and the influence of unions on the educational system-appeared to have potential for interesting future studies in the field of educational management.Practical implications-There is an apparent need to include social power as a course component in preparatory programs for educational administrators. The revised power taxonomy, which took its final form after the revisions made by Raven (1993), appeared to be an adequate explanatory theory to understand the teachers' bases of power, and as such, it can be used to structure the content of the course about power interactions in school settings. In addition, the Turkish Ministry of National Education should handle the issue of unions' improper influence over the educational system and take necessary measures in order to maintain the effective functioning of public schools.Originality/value-To date, subordinates' bases of power as a research subject has apparently been ignored. The present study is the first to reveal variations in the ways that school principals conceptualize teachers' basis of power. Although the study data were collected in one city in Turkey, the research implications drawn from its findings can inspire interest in this neglected field of study all around the world.
机译：目的-本文的目的是描述一组校长在教师与学生互动中概念化教师权力基础的各种方式。设计/方法论/方法-本研究以权力为潜在影响人的方法在French和Raven（1959/1968）和Raven（1993）开发的分类法中概念化。此分类法还用于讨论采访数据中出现的概念。总共采访了16位校长，其中8位来自公立学校，8位来自私立学校。调查结果-对16位校长的访谈的现象学分析揭示了五种理解教师权力基础的方法。这些概念（以描述类别的形式）是：（a）校长的互惠感；（b）教师的专业知识；（c）教师的行政经验；（d）教师的工会隶属关系；和（e） ）教师的合法权利。类别（a）和（b）对于所有研究参与者都是通用的。 （c）类别对私立学校的参与者是唯一的，而（d）和（e）类别对公立学校的参与者是唯一的。研究局限/含义-三个主题-合法权力的微妙形式，教师任期和工会对教育系统的影响-似乎有可能在教育管理领域进行有趣的未来研究。实际意义-显然有必要将社会权力作为教育管理者的预备课程的课程组成部分。经过修订的权力分类法在拉文（Raven，1993）进行修订之后最终定型，它似乎是理解教师权力基础的适当解释理论，因此，它可以用来构成教师权力的内容。有关在学校环境中进行动力交互的课程。此外，土耳其国家教育部应处理工会对教育系统影响不当的问题，并采取必要措施以维持公立学校的有效运作。原创性/价值迄今为止，下属的权力基础是一个研究主题显然被忽略了。本研究是第一个揭示学校校长概念化教师权力基础的方式的变化。尽管研究数据是在土耳其的一个城市中收集的，但从研究结果中得出的研究意义可以激发人们对全世界这个被忽视的研究领域的兴趣。

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