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ERIC Number: ED002851
Record Type: RIE
Publication Date: 1961
Pages: 195
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
ROLE CONFLICT INCIDENCE IN THE TEACHING PROFESSION.
TWYMAN, JOSEPH P.
THE PRESENT STUDY WAS DIRECTED TOWARD THE IDENTIFICATION OF ROLE CONFLICTS FOR PUBLIC SCHOOL TEACHERS IN A METROPOLITAN AREA. ROLE CONFLICTS WERE DEFINED AS THE EXISTENCE OF DISPARITIES BETWEEN COGNITIONS HELD FOR TEACHER BEHAVIOR OR OTHER CHARACTERISTICS BY MEMBERS OF VARIOUS SOCIAL POSITIONS. ONLY DISPARITIES LOGICALLY IMPLYING A POTENTIAL FOR PERSONAL DISCOMFORT ON THE PART OF THE TEACHER WERE STUDIED. INTERVIEWS WERE CONDUCTED WITH TEACHERS, PARENTS, AND SCHOOL OFFICIALS. THEIR NORMS AND EXPECTATIONS FOR THE TEACHERS WERE COMPARED TO OBTAIN ROLE DISPARITIES. TWO INSTRUMENTS WERE USED--(1) AN OPEN-ENDED INSTRUMENT DESIGNED TO ELICIT COGNITIONS HELD FOR TEACHER CHARACTERISTICS, AND (2) A CLOSED-ENDED INSTRUMENT DESIGNED TO MEASURE COGNITIONS HELD FOR TEACHER BEHAVIORS. NUMEROUS AND SIGNIFICANT ROLE CONFLICTS WERE FOUND TO EXIST FOR TEACHER BEHAVIORS AND OTHER CHARACTERISTICS. THE VARIETY AND NATURE OF THESE ROLE CONFLICTS HAVE IMPLICATIONS FOR AN UNDERSTANDING OF MANY OF OUR CURRENT EDUCATIONAL PROBLEMS. THE FACT THAT MOST OF THE INTERPOSITIONAL ROLE CONFLICTS STEMMED FROM DISAGREEMENTS ON ELEMENTS OF THE TEACHER ROLE BY PUPILS VERSUS ADULTS AND BY PROFESSIONAL INTEREST GROUPS VERSUS NONPROFESSIONAL INTEREST GROUPS IMPLIES A LACK OF CLARITY AND CONSENSUS ON METHODS FOR ACHIEVING OBJECTIVES IN OUR PUBLIC EDUCATIONAL SYSTEM. A REPLICATION OF THIS STUDY IN OTHER COMMUNITIES WITH REFINED INSTRUMENTS AND PROCEDURES IS RECOMMENDED. (GC)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Missouri Univ., Kansas City.
Identifiers: KANSAS CITY; MISSOURI