Dissertation/Thesis Abstract

Exploring dialectic tensions in teachers' relationships in school settings
by Rodriguez, Griselda Flores, M.A., The University of Texas at El Paso, 2008, 80; 1461172
Abstract (Summary)

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.

Indexing (document details)
Advisor: Singhal, Arvind
Commitee: Riccillo, Samuel, Rossatto, Cesar
School: The University of Texas at El Paso
Department: Communication
School Location: United States -- Texas
Source: MAI 47/03M, Masters Abstracts International
Subjects: Educational sociology, Communication, School administration
Keywords: Conflict, Contradictions, Dialectics, Relationships, Teachers, Tensions
Publication Number: 1461172
ISBN: 978-0-549-97243-3
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