ERIC Number: ED310110
Record Type: RIE
Publication Date: 1989-Mar
Reference Count: N/A
High-School Teacher Decisions in Problematic Situations.
This study explores assumptions about teacher motivations and why teachers choose one course of action rather than another in problematic situations. The question asked is: "What do teachers take into account when faced with such situations and how do they choose a line of action? Data sources include publications distributed by unions, district and school-site administration, professional associations, and subject departments, as well as field notes from meetings and interviews with teachers. It was found that four variables: Class Gain, Student Gain, Teacher Gain, and Societal Gain, operate simultaneously in teachers' decision making. Class Gain, however, is the primary perspective from which teachers' decisions flow. They consider that if the class is functioning well, individual students as well as the teacher benefit from the peaceful learning environment. When the class as a whole makes more academic progress this benefits the teacher, the individual students, the class, and the society. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989).