| 說明 |
135 p |
| 附註 |
Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2553 |
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Adviser: William Segall |
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Thesis (Ed.D.)--Oklahoma State University, 2004 |
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Scope and method of study. The purpose of this study is to explore the aspects of workplace relationships at a particular suburban, public middle school and to describe these relationships using the metaphorical framework of a family; either functional or dysfunctional. Participants in the study were seven middle school teachers and one middle school counselor at a public middle school in the southwest region of the United States. Field notes and transcriptions of interviews with each participant provided the data. Triangulation of data and member-checking were conducted to enhance credibility of the study |
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Findings and conclusions. The core team and close colleagues of the participants were described as functional family relationships, according to the participants' responses. Other relationships within the school culture were described as dysfunctional, based on the participant responses to the questions on what hinders them in their work and what caused them to consider leaving the field of teaching. State and Federal mandates such as increased emphasis on high-stakes testing, and lack of support and respect from the parents, the general public, central administration, and the school board represent dysfunctional characteristics such as rigid control, micro-management, and over-consumption of parental needs without consideration of others. Dysfunctional relationships in the workplace can lead to increased rates of attrition which affects the quality of education |
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School code: 0664 |
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DDC |
| Host Item |
Dissertation Abstracts International 65-07A
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| 主題 |
Education, Sociology of
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Education, Secondary
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Sociology, Industrial and Labor Relations
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0340
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0533
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0629
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| Alt Author |
Oklahoma State University
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