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ERIC Number: ED312759
Record Type: Non-Journal
Publication Date: 1989-Nov
Pages: 16
Abstractor: N/A
The Relationship of Administrators' Experience and Teachers' Acceptance of Authority in Mississippi Schools.
Wilkes, Sam T.; Love-Wilkes, Rebecca
The school principal must secure maximum performance from teachers to achieve the goals set forth by the district superintendent and the school board. To accomplish this, the principals' authority must be accepted by the faculty. The extent of faculty members' response to orders or directives issued by authority figures is determined by each member's zone of indifference. To investigate the relationship between principals' experience and teachers' acceptance of authority, the Zones of Indifference Instrument was administered to 41 teachers from 3 Mississsippi public elementary schools where the principal had less than 1 year of experience, and to 59 teachers from 3 like schools, but where the principal had 5 or more years of experience. The results indicated a significant difference in authority acceptance between teachers with inexperienced and experienced principals. According to nine significant item scores from the survey, teachers in schools with experienced principals were less likely to grant the principal authority than were teachers in schools with inexperienced principals. Teachers in schools with inexperienced principals rated 16 of 41 items as greater conflict sources than teachers in schools with experienced principals. Teachers in schools with experienced principals rated 25 of 41 items as greater conflict sources. (KM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mississippi