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Factors related to perceived power usage in schools
Joseph Schwarzwald1, Meni Koslowsky, Shlomit Brody-Shamir
1Department of Psychology, Bar-Ilan University, Ramat Gan, Israel. jschwarz@mail.biu.ac.il
The British Journal of Educational Psychology
|September 7, 2006
Summary
This study reveals harsh power bases are more common in secular schools, with older students, boys, and student-initiated conflicts. Teacher and pupil perceptions of power usage in education often differ.
Area of Science:
- Educational Psychology
- Social Psychology
Background:
- Raven's (1992) power interaction model provides a framework for understanding power dynamics.
- Teacher-pupil interactions are crucial in educational settings, influencing student behavior and learning.
- Understanding perceived power usage is key to analyzing educational environments.
Purpose of the Study:
- To examine situational and personal variables influencing power choice in educational settings.
- To analyze the impact of educational sector, class level, gender, and conflict content on perceived teacher power usage.
- To investigate discrepancies between teacher and pupil perceptions of power.
Main Methods:
- Utilized Raven's (1992) power interaction model.
- Surveyed 370 elementary and junior high school pupils and 62 teachers.
- Presented scenarios to assess perceived frequency of specific power bases used by teachers for compliance.
Main Results:
- Harsh power bases were perceived as more prevalent in secular vs. religious educational sectors.
- Perceived prevalence increased in junior high vs. elementary schools.
- Harsh power bases were seen as more common for boys than girls and in student-initiated conflicts.
Conclusions:
- Findings suggest conformity levels and conflict frequency influence perceived power dynamics.
- Educational sector, student age, gender, and conflict origin significantly shape perceptions of teacher power.
- A notable lack of correspondence exists between teacher and pupil responses regarding power usage.
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