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ERIC Number: EJ795230
Record Type: Journal
Publication Date: 2006
Pages: 20
Abstractor: ERIC
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0737-5328
Teachers' Perspectives on Principal Mistreatment
Blase, Joseph; Blase, Jo
Teacher Education Quarterly, v33 n4 p123-142 Fall 2006
Although there is some important scholarly work on the problem of workplace mistreatment/abuse, theoretical or empirical work on abusive school principals is nonexistent. Symbolic interactionism was the theoretical structure for the present study. This perspective on social research is founded on three primary assumptions: (1) individuals act toward things and people on the basis of the meanings that things have for them; (2) the meaning of such things are derived from, or arise out of, the social interaction that individuals have with one another; and (3) these meanings are handled in, and modified through, an interpretive process used by individuals to deal with the things and other people they encounter. The present study employed an open-ended theoretical and methodological perspective designed to focus on the meanings teachers constructed from long-term mistreatment/abuse experiences with school principals. The purpose was to create a substantive model of principal mistreatment/abuse behaviors and effects, that is, an inductively-derived model constructed entirely from the empirical world under investigation. No "a priori" definitions of principal abuse were used to control data collection, as such an approach would have limited teachers' freedom to discuss their personal views and experiences of principal mistreatment. Results indicate that principals' mistreatment resulted in far-reaching, destructive effects on teachers psychologically and emotionally, which, in turn, severely undermined the development of innovative and collaborative structures among faculty as well as teachers' overall level of involvement in their schools.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers; Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A