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ERIC Number: ED358525
Record Type: Non-Journal
Publication Date: 1993-Apr
Pages: 34
Abstractor: N/A
Reference Count: N/A
The Micropolitics of Successful Supervisor-Teacher Interaction in Instructional Conferences.
Roberts, Jo; Blase, Joseph
Findings of a study that explored the micropolitical elements inherent in interactions between either prospective or practicing supervisors and teachers in successful instructional conferences are presented in this paper. Micropolitics refers to the use of formal and informal power by individuals and groups to achieve their organizational goals. Methodology involved transcript analysis of over 100 supervisor-teacher postobservation conferences, which were included in the database of a larger study conducted in a variety of public schools in the southwestern and southeastern United States. Findings indicate that attaining deep reflection and free exchange in conference situations is difficult to achieve and is profoundly complicated by political factors. Four major micropolitical strategies that can constrain or facilitate conferences were used to define conference interaction--personal orientation, conversational congruence, formal authority, and situational variables. In successful conferences, supervisors and teachers used personal orientation and conversational congruence strategies. Supervisors also provided nonthreatening environments for teachers. In less successful conferences, supervisors used formal authority and situational variables as political strategies. The recommendation is made to include information on micropolitical skills in administrator preparation programs and to make administrators aware of the differences between control-oriented and empowerment strategies. One table is included. (Contains 43 references.) (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A