Subordinate Teacher Power in School Organizations

Most studies of organizational power have focused on the power of the superordinate while ignoring the subordinate. Research in school settings has not been any different. To overcome this void, a model of individual teacher power is advanced and tested using data collected in three high schools. The model specifies that the source of a teacher's power resides in hislher access to various persons, information, and material resources. The resulting dependency of administrators on these resources can allow the teacher to alter their behavior. Quantitative and qualitative data verify the relationships outlined in the model, and additional findings indicate that powerful teachers occupy central positions in the school organization (e.g., department chairs, committee memberships). These positions allow teachers to become tgatekeepers of information because they are part of the communication network of the school. Suggestions for future lines of research are provided

Dependency (UML) · Mathematics education · Pedagogy · Power (physics) · Power structure · Sociology · Superordinate goals · Computer Science · Educational Assessment and Improvement · Psychology · Social Psychology · Teacher Education and Leadership Studies

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