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TEACHER'S AUTHORITY AS A ONE OF THE MOST IMPORTANT FACTOR OF SCHOOL REFORM

S. Petrik

First published: 2019https://doi.org/10.5593/SWS.ISCSS.2019.4/S13.063View metrics

Abstract

In the life of a child, a pupil, student, the authority is fundamental and is of key importance for its further social experience. As a dynamic element, it is subject to a number of changes especially between childhood and adolescence. We cannot separate the authority from the educational process, as the constitutive element of the teaching profession it manifests itself in the social relationship between the teacher and the learner. The teacher plays an important role in this process, as the pupils are reliant on the support teachers can offer them and ultimately build on their authority. This should be seen as one of the important tasks of school reform in Slovakia. Teachers can’t think, that based on their formal position and social role, they will always be considered by the pupils as their authority. Although their formal authority is legitimately recognized by society and the law, pupils in the present day do not attribute high importance to the formal teacher’s authority. Since the basis of the educational process is created by the interaction between the teacher and the pupil, the teacher's interactive style must be considered significant from the point of view of the teacher's authority. Our research task was to find out the interaction style of primary school teachers. Our research findings have pointed out that pupils perceive their teachers as educators who are good organizers, help them when they need it, can understand them, and lead them to accountability, which can be positively evaluated. We also consider the fact that pupils did not perceive their teachers as uncertain, dissatisfied and strict. Based on these findings and adhering to the teacher's interaction style model T. Wubbels et al. [1], we can conclude that in the studied classes the educational process was carried out by authoritative and tolerant-authoritarian teachers. We are of the opinion that this also points to the awareness of the importance of teacher's authority to pupils in educational reality.

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Publication details

Title
TEACHER'S AUTHORITY AS A ONE OF THE MOST IMPORTANT FACTOR OF SCHOOL REFORM
Authors
S. Petrik
Proceedings
6th SWS International Scientific Conference on Social Sciences ISCSS 2019
Publisher
STEF92 Technology
Year
2019
Pages
485-492
SWS Citekey
Petrik201913485492
ISSN
2682-9959
ISBN
978-619-7408-94-2
Language
en
Publication type
Proceedings Paper
Keywords
authorityteacher's authoritypupilsinteraction styleauthoritative teacherschool reform
References12

  1. Wubbels T. et al., The Model of Interpersonal Teacher Behavior, Do You Know What You Look Like? Interpersonal Relationships in Education, London, 1993, pp 13-28;

  2. Reichenbach R., Pädagogische Autorität – Macht und vertrauen in der Erziehung, Stuttgart, 2011;

  3. MolnГЎr T., Az autoritГЎs Г©s ellensГ©gei, Budapest, 2002;

  4. Herzog W., Das moralische Objekt. Pädagogische Intuition und psychlogische Theorie, Bern, 1991;

  5. Gavora, P., MareЕЎ, J., InterpersonГЎlny styl uДЌitelЕЇ: teorie, diagnostika a vГЅsledky vГЅzkumЕЇ. PЕ™ehledovГЎ studie, Pedagogika, Bratislava, vol. 54/issue 2, 2004, pp 101- 128;

  6. Gavora, P., MareЕЎ, J., den Brok, P. AdaptГЎcia DotaznГ­ka interakДЌnГ©ho ЕЎtГЅlu uДЌiteДѕa. PЕ™ehledovГЎ studie, PedagogickГЎ revue, Bratislava, vol. 55/issue 2, 2003, pp 126-145;

  7. Hemmings A., Pace J.L., Classroom authority: Theory, Research, and practice, New Jersey, 2006;

  8. Metz, M. H., School Classrooms and Corridors. The Crisis of Authority in Desegregated Secondary Schools, Berkeley, 1978;

  9. Tirri K., Puolimatka T., Teacher Authority in Schools: a case study from Finland, Journal of Education for Teaching, London, vol.26/issue 2, 2000, pp 157-165;

  10. ValiЕЎovГЎ A., Autorita uДЌitele v multidimenzionГЎlnГ­m kontextu, ДЊeskГ© BudД›jovice, 2013, p 68;

  11. Е ikulovГЎ R., PojetГ­ autority uДЌitele pohledem ЕѕГЎkЕЇ zГЎkladnГ­ ЕЎkoly, Autorita v edukaДЌnГ­ a sociГЎlnГ­ prГЎci, Pardubice, 2013, pp 86-92;

  12. Wubbels. T. et al., Interpersonal Relationships in Education, Rotterdam, 2012, p 43;

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