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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.
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 |
Source Type: | DISSERTATION |
Subjects: | Educational sociology, Communication, School administration |
Keywords: | Conflict, Contradictions, Dialectics, Relationships, Teachers, Tensions |
Publication Number: | 1461172 |
ISBN: | 978-0-549-97243-3 |