ERIC Number: ED194911
Record Type: RIE
Publication Date: 1980-Aug
Reference Count: 0
"They Won't Let Me!": Administrative Constraints in Teaching English.
Diamond, C. T. Patrick
Based on the premise that teachers usually blame the education system and the administration for discrepancies between how and what they want to teach, and how and what they actually do teach, a study was conducted to determine if teachers really are constrained by their administrators. Ninety-three teachers of tenth-year English from 22 Queensland, Australia, high schools were asked to rank the influence of six groups in the areas of content, materials, methods, and assessment. The groups were the Board of Secondary School Studies, moderators, administrators, subject masters, groups of teachers, and individual teachers. The board, its moderators, and administrators were invariably seen as the least important determinants. The subject masters and groups of teachers were given consistently high rankings. To corroborate the major finding, 15 representative teachers were drawn from nine of the high schools. When their ideas about teaching written composition were studied, gaps most prevalent in the classroom were found between intention and action. Both lack of support by administration or parents for programs and inadequate teacher training were suggested as explanations for the discrepancies, rather than actual administrative constraints. (HTH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Australia (Queensland)
Note: Paper presented at the Annual International Conference on the Teaching of English (3rd, Sydney, Australia, August 17-22, 1980).