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.
|Commitee:||Riccillo, Samuel, Rossatto, Cesar|
|School:||The University of Texas at El Paso|
|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|
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