Abstract
The bases on which status was awarded were studied in each of four elementary school faculties. Data were analyzed using multiple linear regression. Colleagues’ perceptions of social power and instrumental and expressive competence accounted for high proportions of the variance in status in each school, while perceptions of attraction, sex, age, race, length of teaching experience and tenure in the school, and formal certification level did not account for significant portions of the variance. Social power proved a particularly important predictor in the three schools which were experiencing high turnover in the position of principal or rapid change in the nature of the community and student body served.
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