ERIC Number: ED275054
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
Professionalism, Power and Performance: The Relationships between Administrative Control, Teacher Conformity and Student Achievement.
Azumi, Jann E.; Madhere, Serge
Most school administrations rely on one of two main forms of social control to ensure teacher conformity with organizational goals. The first, feedback and socialization, depends on teachers' attitudinal and behavioral conformity, commitment, and personal involvement in maintaining high standards. The second, programming and sanctions, depends on a system of punishments and rewards to ensure conformity. Data from 52 elementary schools in a large urban school system revealed that greater reliance on the feedback and socialization mode leads (1) to higher teacher conformity and (2) to a correspondingly high level of student achievement. Control by sanctions, conversely, has a negative effect on conformity and on achievement. Data also revealed that the negative relationships between the sanctions mode of control and conformity are greatest in schools where the average amount of teacher training and experience is lowest. This study concludes that administrators can, therefore, affect student achievement by using feedback and socialization as a way of achieving organizational coordination and control. Appended are 3 tables, 11 figures, 10 notes, and a 16-item bibliography. (IW)
Descriptors: Academic Achievement, Administrative Policy, Administrator Role, Conformity, Cooperation, Elementary Secondary Education, Feedback, Principals, Rewards, Sanctions, Social Control, Socialization, Teacher Administrator Relationship, Teacher Attendance, Teacher Attitudes, Teacher Behavior, Teacher Morale
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: N/A
Note: An earlier version of this paper was presented at the Annual Meeting of the American Educational Research Association (64th, Montreal, Quebec, Canada, April 11-14, 1983).