A comparison of teacher and subject status in a junior high school
Abstract
The purpose of this study was to describe and compare the perceived status of teachers in a secondary school. The marginal man theory and teacher socialization theory were used as a framework for this study. A total number of sixty five teachers from 7, 8, and 9th grade were chosen for this study. Overall, the results of this study showed that non-academic subject teachers' status were perceived to be lower than the academic teacher. The findings suggested that the non-academic subject teachers were living in the academic subject oriented workplace where they experience contradictory status. Consequently, the non-academic subject teachers experience marginality. In order to alleviate feelings of marginality resulting from their contradictory status and fit into the academic-subject-oriented school culture, this study showed that the non-academic teachers used three strategies: (1) legitimizing by which they identify their subjects are compatible or relating to students' learning of the academic subjects; (2) downplaying and up-playing by which they articulate an ideology to help them view their own subjects more favorably; and (3) embracing significant others by which they promote visibility of their subjects emphasizing community support for their special program.
Degree
Ph.D.
Advisors
Templin, Purdue University.
Subject Area
Secondary education
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