ERIC Number: ED238041
Record Type: RIE
Publication Date: 1983-Nov
Reference Count: 0
Teacher Conflicts: A Study of Rule Emergence.
Hale, Mary E.
Analysis of school documents, teacher and principal interviews, and teacher conflicts in an elementary school uncovered both an explicit rule structure fostering a desired school image and a series of implicit rules accepted by the faculty but at times contradicting the organizational image. Established master contract guidelines featured (1) care and concern for children, (2) high quality teachers, (3) cooperation and collaboration among staff, (4) open and flexible communication, and (5) teacher ability to manage and resolve conflicts. Factors such as the principal's view of the conflict, the history of the school, and power relationships between the principal and teachers and among teachers themselves, however, influenced the development of implicit rules. The following are among those rules: if an unresolved conflict is too petty to take to the principal, teachers must manage it by whatever means are effective as long as the principal is not involved; and teachers in poor standing should not take a major problem to the principal. Results indicated the effectiveness of a communication based rules approach to organizational culture, expanded the definition of a master rules contract to include implicit rules, and contributed to the understanding of rule emergence. (MM)
Descriptors: Communication Research, Communication Skills, Conflict Resolution, Elementary Education, Elementary School Teachers, Guidelines, Individual Power, Interpersonal Communication, Interpersonal Competence, Interprofessional Relationship, Organizational Communication, Organizational Objectives, Social Cognition, Teacher Administrator Relationship
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Speech Communication Association (69th, Washington, DC, November 10-13, 1983).