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ERIC Number: ED014126
Record Type: RIE
Publication Date: 1967
Pages: 117
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
THE NORMATIVE WORLD OF THE ELEMENTARY SCHOOL TEACHER.
FOSKETT, JOHN M.
TO DETERMINE HOW COMMUNITY PERCEPTIONS ABOUT RULES OF BEHAVIOR AFFECT THE POSITION AND ROLE OF TEACHERS, INFORMATION ABOUT THE NORMATIVE STRUCTURE OF ELEMENTARY SCHOOLS WAS GAINED THROUGH USE OF ROLE NORM INVENTORIES ADMINISTERED TO 367 TEACHERS, 22 PRINCIPALS, 7 SCHOOL BOARD MEMBERS, THE SCHOOL SUPERINTENDENT, 603 CITIZENS, 56 COMMUNITY LEADERS, AND 207 PARENTS OF ELEMENTARY SCHOOL CHILDREN IN A PACIFIC COAST COMMUNITY. FOR TEACHERS, THE MEASURE CONTAINED STATEMENTS EXPRESSING THEIR VIEWS REGARDING FOUR TEACHER ROLES (TEACHER ACTION TOWARD PUPILS, COLLEAGUES, PARENTS, AND COMMUNITY) AND WHAT THEY BELIEVED TO BE THE VIEWS OF EACH OF THE OTHER POPULATIONS IN THE STUDY. MEMBERS OF THE NONTEACHING POPULATIONS WERE ASKED TO RESPOND TO EACH ROLE NORM STATEMENT BY INDICATING HOW THEY THOUGHT TEACHERS SHOULD ACT. FINDINGS INDICATED THAT ROLE CONSENSUS IS LESS THAN 50 PERCENT AMONG TEACHERS AND BETWEEN TEACHERS AND OTHERS. CONSENSUS OF THE NONTEACHING POPULATIONS REGARDING TEACHER BEHAVIOR EXPECTATIONS IS DIRECTLY RELATED TO ROLE MEMBERSHIP. BECAUSE THERE IS LITTLE AGREEMENT AMONG OTHER POPULATIONS ABOUT TEACHER ROLE EXPECTATIONS, TEACHERS DO NOT REGARD THEIR NORMATIVE STRUCTURE AS MANDATORY. THE AUTHOR CONCLUDED THAT (1) ROLE NORM AGREEMENT, EVEN AMONG PROFESSIONALS, MAY RANGE FROM NEAR ZERO TO NEAR 100 PERCENT, (2) ROLE NORMS FOR ALL POPULATIONS THROUGHOUT THE CULTURE SEEM TO BE AMBIGUOUS, (3) THE NORMATIVE STRUCTURE IS FAIRLY PERMISSIVE, AND (4) TEACHERS CONSEQUENTLY HAVE DIFFICULTY IN ACCURATELY PERCEIVING THE NORMATIVE EXPECTATIONS OF OTHER POPULATIONS REGARDING TEACHER BEHAVIOR. THIS DOCUMENT IS AVAILABLE FROM THE PUBLICATIONS DEPARTMENT, CENTER FOR THE ADVANCED STUDY OF EDUCATIONAL ADMINISTRATION, HENDRICKS HALL, UNIVERSITY OF OREGON, EUGENE, OREGON 97403, FOR $2.00. (JN)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Oregon Univ., Eugene. Center for Advanced Study of Educational Administration.
Identifiers: Oregon (Eugene)