ERIC Number: ED335339
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: N/A
Between Teaching and Administration: The Dual Loyalty of Aspiring Teachers.
This study examined orientations and attitudes of mid-career teachers faced with the decision of remaining in the classroom only or accepting additional administrative responsibilities and positions. Those who aspire to leadership positions must demonstrate both loyalty to the principal and collegiality with the teachers, thereby placing themselves in a state of role conflict. An anonymous 47-item questionnaire was administered to all of the secondary school teachers in a medium-sized industrial city in the center of Israel. A total of 415 teachers responded. The teachers were classified into three groups: (1) those reporting no interest in leadership positions (N=157); (2) those aspiring to leadership positions (N=147); and (3) those with administrative positions (N=111). The variables measured were professional level, job satisfaction, and official educational attitudes. The findings confirmed the hypothesis that aspiring teachers possess a dual set of orientations and attitudes. They have more extreme opinions than either regular teachers or administrators. The high proportion of teachers aspiring to leadership positions indicates that governance and educational policy positions are on the agenda of many. (LL)
Descriptors: Administrator Qualifications, Administrator Selection, Administrators, Collegiality, Foreign Countries, Leadership, Occupational Aspiration, Principals, Role Conflict, Secondary Education, Secondary School Teachers, Teacher Administrator Relationship, Teacher Attitudes, Teaching (Occupation)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Israel; Leader Selection
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).