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INTRINSIC ROLES OF SECONDARY SCHOOL TEACHERS
Author(s) -
YOUNGMAN M. B.
Publication year - 1983
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1983.tb02554.x
Subject(s) - psychology , relocation , interpretation (philosophy) , naturalistic observation , pedagogy , style (visual arts) , mathematics education , social psychology , linguistics , philosophy , archaeology , computer science , history , programming language
S ummary . In a study whose prime objective was to develop a self‐report job description instrument for secondary school teachers it was also possible to use the descriptions obtained to define actual teaching roles. The following report opens with an extended discussion of the principles underlying the design and analysis of this study of teachers' roles, emphasising the naturalistic stance adopted. It then presents the results of a centroid relocation cluster analysis which enabled six intrinsic teaching roles to be postulated. Their existence is substantiated by referring to separate analyses of two samples (N = 232 and N = 133) and to two different analyses of the main sample (N = 133). To assist interpretation the six roles are split into three status roles (administrative, pastoral and departmental) and three style roles (practical, involved and confined). Discussion of the six roles relates activity patterns to various teacher status and experience characteristics, as well as to expectations and findings in the job analysis literature.