Conflicting Views of School Community: The Dichotomy Between Administrators and Teachers
DOI:
https://doi.org/10.22230/ijepl.2007v2n1a28Keywords:
school community, elementary schools, teacher knowledgeAbstract
This project was the second phase of a two-phase study of teachers’ knowledge of community in an urban, private boys’ day school in Canada. The first phase examined a teacher’s perception of her classroom community, and this phase asked teachers and administrators in the same school about their perceptions of school community. We found that the school created and implemented an organizational structure designed to foster and sustain a professional community. However, administrators and teachers conceptualized, understood, and experienced community in different ways. Administrators saw community as a management tool to generate support for the school’s objectives. Teachers experienced community as social support that served as a remedy for professional isolation. Neither group based its view on community as a capacity-building, reflective process leading to a generative professional community.Downloads
Published
2007-01-10
How to Cite
Barnett, J., & Fallon, G. (2007). Conflicting Views of School Community: The Dichotomy Between Administrators and Teachers. International Journal of Education Policy and Leadership, 2(1). https://doi.org/10.22230/ijepl.2007v2n1a28
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Copyright (c) 2015 John Barnett, Gerald Fallon
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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.