The teacher's authority in the perceptions of high school students and teachers

Abstract

The study presents the results of a qualitative empirical study. The authority of the teacher is seen as a unity of two main components - epistemic (authority of knowledge) and normative/deontological (authority of the role). In order to answer the question whether the teacher (as a main subject of the educational institution) has authority and what are its peculiarities, the teacher's authority is studied in comparative terms in the perceptions of high school students and teachers.

References:

Bargar, P., T. Lukman (1996) Sotsialnoto konstruirane na realnostta. S., Kritika i humanizam.

Ivanov, D. (1985) Vlastta. Filosofsko-sotsiologicheski analiz. S., Nauka i izkustvo.

Todorov, Hr. P. (2010) Za avtoriteta. - Sotsiologicheski problemi, izvanreden broy, 7-16.

Bochenski, J. M. (1974). Was ist Autoritaet? Einfuehrung in die Logik der Autoritaet. Freiburg, Alber.

Giddens, A. (1991). Modernity and self-identity. Cambridge, Polity Press.

Hoppe-Graff, S., Latzko, B., Engel, I., Hesse, I., Mainka,A. & Wall er, M. (1998). Lehrerautorität Aus der Sicht der Schüler. - In: N. Seibert (Hrsg.), Erziehungsschwierigkeiten in Schule und Unterricht (S. 127-160). Bad Heilbrunn, Klinkhardt.

Smetana, J. G. & Bitz, B. (1996). Adolescent’s conceptions of teacher’s authority and their relations to rule violations in school. - Child Development, 67: 1153-1172.

Turiel, E. (1997). The development of morality. - In: N. Eisenberg (Ed.), Handbook of Child Psychology. Vol. III (863-932). New York, Wiley.

www.moraledk.org