ORGANIZATIONAL PRESSURE, PERSONAL IDEOLOGY AND TEACHER PUPIL CONTROL BEHAVIOR
| Pages | 68-74 |
| DOI | https://doi.org/10.1108/eb009807 |
| Published date | 01 January 1979 |
| Date | 01 January 1979 |
| Author | ROSS S. BLUST,DONALD J. WILLOWER |
| Subject Matter | Education |
THE JOURNAL OF EDUCATIONAL ADMINISTRATION
VOLUME XVII, NUMBER 1 MAY, 1979
ORGANIZATIONAL PRESSURE, PERSONAL IDEOLOGY
AND TEACHER PUPIL CONTROL BEHAVIOR
ROSS S. BLUST AND DONALD J. WILLOWER
In this study it was found that teachers' own views on pupil control predicted their
pupil control behavior, while organizational pressures represented by teacher per-
ceptions of the pupil control views of colleagues and the principal failed to do so. It was
also found that teachers perceived their colleagues and the principal to hold more
custodial pupil control views than were actually held. The explanation was advanced
that teachers behave in relatively custodial ways in places of high visibility to
colleagues, but behave more in line with their own views in the classroom.
INTRODUCTION
The influence of environment and personality on behavior has been a
topic that has long intrigued students of
the
human condition. This topic is
a version of the old nature-nurture issue, the kind of issue currently being
debated by sociobiologists and their critics.
However, the relevant research is not very definitive, partly because
the issues are so complex and partly because the topic is so broadly
framed. A more restricted context is that of the modern, complex
organization. In that context, it is possible to examine the influence that a
limited number of specific social or organizational variables and variables
more unique to the individual have on a particular type of behavior. That
is the kind of study reported here.
The focus of the research is the influence of social and organizational
pressures and personal viewpoints on the pupil control behavior of public
school teachers. The investigation is part of a line of inquiries on schools
as social organizations and the part played by pupil control in such
organizations.1 In that line of inquiry educator pupil control viewpoints or
ideology (PCI) and educator pupil control behavior (PCB) are both con-
ceptualized on a humanistic-custodial continuum. Humanism stresses
trust of students and pupil self-discipline, while custodialism emphasizes
distrust of students and imposed discipline.
The current study has as its general problem to what extent, if
any,
do
the organizational pressures faced by teachers concerning pupil control
ROSS S. BLUST is Principal of the Cumberland Valley Schools, Mechanicsburg,
Pennsylvania. He holds the degrees of B.S., M.Ed. (Shippensburg State College) and D.Ed.
(Penn State). DONALD J. WILLOWER, a frequent contributor to the Journal particularly
in the area of pupil control ideology, is Professor of Education at Pennyslvania State
University.
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