Organizational Conflict and Control in High Schools [electronic resource] / Richard Ingersoll.
This paper presents findings of a study that examined the relationship between teacher control and school environment. Data were obtained from the nationally representative 1988 Schools and Staffing Survey, collected by the United States Department of Education. The sample consists of 24,480 seconda...
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1993.
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| Subjects: |
MARC
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| 100 | 1 | |a Ingersoll, Richard. | |
| 245 | 1 | 0 | |a Organizational Conflict and Control in High Schools |h [electronic resource] / |c Richard Ingersoll. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1993. | ||
| 300 | |a 41 p. | ||
| 500 | |a ERIC Document Number: ED362972. | ||
| 500 | |a ERIC Note: Portions of the paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993) and at the Annual Meeting of the American Sociological Association (Miami, FL, August 1993). |5 ericd. | ||
| 520 | |a This paper presents findings of a study that examined the relationship between teacher control and school environment. Data were obtained from the nationally representative 1988 Schools and Staffing Survey, collected by the United States Department of Education. The sample consists of 24,480 secondary school teachers and 5,292 secondary school administrators. The analysis focused on teachers' reported control over the areas of instruction, tracking and discipline, and both teachers' and administrators' reports of the degree of conflict between students, teachers, and administrators in schools. Findings indicate that levels of teacher control were significantly associated with levels of school conflict. However, the direction and strength of the relationship depended on the area of teacher control. In particular, the results draw attention to the importance of teacher influence on tracking and discipline rather than instructional decision making for creating a cohesive school environment. Two figures and three tables are included. (Contains 70 references.) (LMI) | ||
| 650 | 0 | 7 | |a Administrators. |2 ericd. |
| 650 | 0 | 7 | |a Conflict. |2 ericd. |
| 650 | 1 | 7 | |a Discipline Policy. |2 ericd. |
| 650 | 1 | 7 | |a Educational Environment. |2 ericd. |
| 650 | 0 | 7 | |a Group Unity. |2 ericd. |
| 650 | 0 | 7 | |a High Schools. |2 ericd. |
| 650 | 1 | 7 | |a Organizational Climate. |2 ericd. |
| 650 | 1 | 7 | |a Professional Autonomy. |2 ericd. |
| 650 | 0 | 7 | |a Secondary School Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Student Behavior. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Influence. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Role. |2 ericd. |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED362972 |h Other scheme |i web |n 1 |