Teacher Role Expectations and the Internal Organization of Secondary Schools

Abstract

ARE TEACHER role expectations predictable from the normative aspects of the internal organiz ation used within the social system? For example, are the role expectations of teachers in a school with a multiple-period or core type organiza tion basically more guidance-oriented than those role expectations of teachers in a traditional s in gle-period type of school organization? This pa per reports on a study which combined sociologi cal concepts and methods in an empirical study of controversies in education. The study endeavored to find out if teacher expectations for a school staff were significantly related to the particular type of internal organization used in the school.