ERIC Number: ED350692
Record Type: Non-Journal
Publication Date: 1992-Apr
Reference Count: N/A
The Cultural Chasm between Administrator and Teacher Cultures: A Micropolitical Puzzle. Occasional Paper No. 12.
Findings of a study that examined the teacher-administrator relationship from a micropolitical perspective are presented in this paper. Data were derived from interviews with 12 new administrators from school districts within a 50-mile radius of a major metropolitan area in the eastern United States. The micropolitical analysis identifies power distribution, values allocation, coalition building, manipulation of symbols, and conflicting ideologies and turf. Contrary to expectations of the micropolitical hypothesis, the administrators expressed no need to control teachers or to separate administration from the instructional process. Three possible explanations of the results are presented: a "new era" hypothesis; a methodological hypothesis; and a micropolitical hypothesis. From the latter perspective, the data reflect administrators' skills at managing meaning, manipulating symbols, and limiting the diffusion of awareness of the conflicts that occur in their everyday lives. The appendix contains the interview format. (Contains 53 references.) (LMI)
Descriptors: Administrator Role, Educational Environment, Elementary Secondary Education, Instructional Leadership, Intergroup Relations, Leadership Qualities, Organizational Climate, Politics of Education, Power Structure, School Administration, Teacher Administrator Relationship
Harvard Graduate School of Education, The National Center for Educational Leadership, 444 Gutman Library, 6 Appian Way, Cambridge, MA 02138 ($4).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Educational Leadership, Cambridge, MA.