Social Exchange in the Elementary School Classroom
The Problem of Teacher Legitimation of Social Power
Bibliographic Data
| ID | 2544490 |
|---|---|
| Authors | Ralph W Larkin (corresponding author) |
| Year | 1975 |
| Volume | 48 |
| Issue | 4 |
| Pages | 400 |
| Publication date | 1975-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Sociology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0038-0407 • E-ISSN: 1939-8573 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/2112257 |
| OpenAlex | W1992995288 |
| Language | EN |
| Citations received | 6 |
| References cited | 3 |
A study of teacher leadership styles and classroom climates in seventy-five elementary school classrooms showed that teacher task and expressive orientations strongly influenced classroom morale. Teacher use of power had no effect, thus calling into question interpretations of previous studies of teacher leadership. Teacher power orientation showed strong negative relationships to peer influence and peer group centrality. Classrooms were measured on morale, peer influence, and peer-group centrality. Teacher leadership modes. utilizing high amounts of task and expressiveness tended to have high morale regardless of use of power. However, in classrooms in which the teacher was low on task or expressive dimensions, increased use of power increased the probability of rebellious climates. Teachers scoring low on all three dimensions tended to have anomic class climates
Centrality · Class (philosophy) · Ethnography · Legitimation · Mathematics education · Pedagogy · Peer group · Political science · Power (physics) · Power structure · Sociology · Sociology of Education · Task (project management) · Communication in Education and Healthcare · Psychology · Social Psychology · Teacher Education and Leadership Studies · Youth Development and Social Support
| Citations per year | 0.14 |
|---|---|
| Citation span | 1983 - 2011 (29) |
| Highly cited | No |