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- Title
Administrator-Teacher Relations: Harmony or Conflict?
- Authors
Rosenthal, Alan
- Abstract
Relations between school administrators and teachers have always evidenced strains arising from the clash between the professional norm of individual autonomy for the classroom teacher and the bureaucratic requirement of hierarchical authority in a school system. In the past, internal squabbles generally remained muted, as American schoolmen stood shoulder-to-shoulder pleading the cause of better education. The show of professional unity was remarkable indeed. School administrators are now challenged by militant teacher organizations demanding responsible roles in the decision-making processes of local education. Examination of the doctrines of educational administration and the attitudes of leaders of teacher groups' reveals major elements in the controversy over the extent and nature of teacher participation, the character of organizational involvement, and the manner in which differences are resolved. The author notes significant behavioral patterns in administrator-teacher relations in this article. In the future there is the likelihood of more extensive, and perhaps intensive, conflict, accompanying a widening cleavage between teachers and administrators. All this will probably result in still less effective control by lay school boards and the whittling away of the discretionary authority of school administrators.
- Subjects
UNITED States; TEACHER-administrator relationships; UNITED States education system; TEACHERS' unions; SCHOOL administration; TEACHER participation in administration; SCHOOL administrators; TEACHERS
- Publication
Public Administration Review, 1967, Vol 27, Issue 2, p154
- ISSN
0033-3352
- Publication type
Article
- DOI
10.2307/974150