Role Conflict and the Teacher by Gerald Grace

By Gerald Grace

Gerald Grace the following explores the idea that of function clash and the present theorizing concerning the difficulties of the teacher’s position. He investigates 4 capability areas of difficulty – function diffuseness, position vulnerability, position dedication as opposed to occupation orientation, and price clash – in a pattern of 1 hundred and fifty secondary university academics in a Midland city. The research indicates how a teacher’s dedication to a specific set of values exposes her or him to clash in an achievement-oriented and pluralistic society. those conflicts, found in all colleges, are noticeable of their clearest shape between secondary sleek college lecturers. the writer means that schools of schooling, in emphasizing dedication and in assuming worth consensus, predispose their scholars to clash stories. He shows that inner profession probabilities in faculties and the effect of graduate or qualified prestige also are very important elements in clash publicity. whereas accepting that sure function conflicts are very important within the genesis of switch, the writer proposes that degrees of dysfunctional clash could be diminished through the motion of head academics, via structural switch within the colleges and options in instructing schooling. [C:\Users\Microsoft\Documents\Calibre Library]

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E. One is conscious of resistance to the subject, and among the older age groups, resentment. ' (Man certificated: age 59: s. modern) 'One never has a very clear picture of what one has donesometimes 1 have tIle feeling that the pupils would have passed the exams without my efforts. In education, you are working in the dark for a future generation. ' (Man certificated: age 46: s. modern) 'The teacher can never know what she has really accomplished. This does worry me to a very great extent. ' (Woman certificated: age 36: s.

The possibility had to be considered that graduates, within all types of school, might define their role in narrower terms than certificated teachers and might in addition feel more confident of their status as teachers, thus making them less exposed to role conflict. Analysis within schools showed that graduate teachers were less likely than certificated teachers to perceive high levels of role conflict in bilateral and secondary modern schools, although numbers were small and differences did not reach statistical significance.

Information regarding school 'climate', internal organisation and clientele was already available, partly from the researcher's own local knowledge of the schools,1! and partly from the comments volunteered by the teachers during the interviews. The teachers had also, during the course of interviews, frequently made reference to the role of the head teacher as they perceived it in their various schools. One-hour focused interviews with the ten head teachers provided further useful information on how the 33 PRESENT PERSPECTIVES heads conceived of their role in relation to tIle problem areas under investigation.

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