The Principal-Teacher’s Power Relationship Revisited: A National Study Based on the 2011-12 SASS Data

Abstract

ABSTRACT Our previous study examined whether the principal-teacher's power relationship is a zero-sum or win-win situation. Based on the national 1999–2000 Schools and Staffing Survey (SASS) data, we found that the power relationships were more likely to be win-win situations, particularly in elementary schools. After a decade of school accountability movement, we wonder whether the power relationships have evolved. Based on the more recent 2011–12 SASS data, we found that: (a) the power relationships were still more likely to be win-win, and (b) more decision domains presented win-win power relationships at both elementary and secondary schools. Implications and suggestions are provided.