ERIC Number: ED294938
Record Type: RIE
Publication Date: 1988-Apr
Reference Count: 0
Pupil Control Ideology and Behavior and the Quality of School Life.
Lunenburg, Frederick C.; Schmidt, Linda J.
More information is needed about the quality of school life, especially as it affects students' attitudes toward school. This paper contrasts pupil control ideologies and the types of school climates they engender in order to determine their effects on the quality of school life. Pupil control ideology and teacher behavior are conceptualized along a continuum that goes from humanistic to custodial. Instruments were administered to 239 elementary and secondary teachers in five school districts (urban, suburban, and rural) in a midwestern state to ascertain their control ideologies. It was found that control ideology and behavior of teachers did have an impact on the quality of school life for students. Custodial classrooms with faculty-student relationships characterized by dominance and subordination, mistrust, conformity, and punitive sanctions had deleterious effects on students' satisfaction with school, their commitment to classwork, and their reactions to teachers. Humanistic classrooms with faculty ideology and behavior marked by acceptance, understanding, trust, flexibility, and attempts to encourage self-discipline resulted in positive attitudes toward school, high commitment to classwork, and positive reactions to teachers. The influence of faculty on students was found to be powerful and pervasive. More humanistic control is needed in the organizational culture of public schools. A list of references and statistical tables are included. (VM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5-9, 1988).