ERIC Number: ED463276
Record Type: RIE
Publication Date: 2001-Apr
Crossing Over: Learning the Roles and Rules of the Teacher-Administrator Relationship.
Fishbein, Susan; Osterman, Karen
This study examined the role of the administrator education internship in perpetuating the gap in relationships between teachers and administrators. It explored the moral socialization that teachers in pre-service administrative preparation programs experienced while engaged in administrative internships, examining the messages that administrative interns received which perpetuated the gap. Nine diverse female administrative candidates provided data via written questionnaires, journals, pre- and post-internship interviews, and audiotaped internship seminar sessions. Using these data, information was gathered on anticipatory and pre-service socialization before, during, and after completing the three-semester internship. Data analysis indicated that during the internship, prospective administrators received powerful messages from teachers and administrators about the nature of their organizational role and the organizational rules governing the role behavior. The messages informed interns that administrators were expected to exercise control and rely on traditional bureaucratic strategies to do so. The use of these strategies was deemed necessary because teachers were subordinates, and thus passive, apathetic, and resistant to authority. Neither group trusted the other, communication was guarded, and they assumed that their relationship was adversarial and acted accordingly. Teacher-administrator relationships were defined along two dimensions (organizational relationships and personal relationships). (Contains 49 references.) (SM)
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 (Seattle, WA, April 10-14, 2001).