| dc.description.abstract | The present study was designed to provide information concerning
teachers' experiences with power. Data obtained through surveys, interviews
and observations were used to determine the sources of power that teachers at
an elementary school identified as being significant and to describe their
experiences with power. Previous studies have focused on the experiences of
school administrators and less is known about how teachers view the use of
power. In Fennell's (2001) study, the aim of the principals to empower and
energize their staffs was evident. It has not been determined, however, how
teachers experience power emanating from various sources including the school
administrator. The current study was designed to shed further light on these
issues.
Three major themes emerged from the data of this study. These themes
were types and sources of power, teachers' experiences with power and other
powerful influences.
The findings reflected considerable unanimity concerning the identification
of the types and sources of power that impact upon teachers' performance and
activities. Some of the teachers' experiences produced feelings of power and
autonomy: others resulted in feelings of powerlessness. The latter occurred
when teachers felt coerced into complying with policies and procedures
mandated by their superiors. Accountability and curriculum represented other
powerful influences that have a significant effect on teachers' daily activities. | |
