Exploring dialectic tensions in teachers' relationships in school settings
Abstract
This study explored the feasibility of using dialectic theory to study of dialectic oppositions in teachers' school-based relationships. Employing relational dialectics as a theoretical framework, this study exposed several sets of dialectical forces emerging in teachers' relationships. 23 high school teachers were interviewed utilizing a semi-structured questionnaire; interviews were transcribed and coded for analysis. The analysis revealed that the dialectic tensions of control vs. emancipation, empowerment vs. oppression are prevalent in teachers' relationships with administrators; the dialectic tensions of solidarity vs. autonomy and fragmentation vs. unity are common in the relationships of teachers with administrators and colleagues as well; while the dialectic tensions of nurture vs. discipline, respect vs. suspect, consistency vs. flexibility, and connection vs. disconnection are prominent in teachers' relationships with their students.
Subject Area
Educational sociology|Communication|School administration
Recommended Citation
Rodriguez, Griselda Flores, "Exploring dialectic tensions in teachers' relationships in school settings" (2008). ETD Collection for University of Texas, El Paso. AAI1461172.
https://scholarworks.utep.edu/dissertations/AAI1461172