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Distance towards Authority as an Inviting Perspective of a Look at School Students' Expectations

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Debska E.

Ruch Pedagogiczny

2007

vol. 78

issue 1-2

37-55

The presented outcomes of the research allow to supposing that authority in school relationship plays an important role. Depending on the level of acceptance for unequal division of authority students formulate expectations towards not only teacher's activity but own authoritarian behaviour as well. In an educational institution a pedagogue thanks to their status not only poses the power but also holds it. Students declaring great, ambivalent and little distance towards authority grant a teacher the authority not only in the spheres concerning the process of acquainting the knowledge but also in areas concerning education and upbringing. However the representatives of three types of behaviours treat the authority of a teacher in a different way. Students with great distance towards authority defer to a pedagogue and act according to the adult expectations, as the adult - thanks to his/her role determines the range of duties, says how to learn, creates norms of behaviour and in that way becomes the leading person in the educational process. Respondents with ambivalent distance towards authority not always have basic opinions on surrounding phenomena. They react on teacher's authority depending on the situation. Such students accept inequality of statuses as a natural consequence of being students. For those with little distance towards authority submitting the teacher's authority do not deprive the autonomy in the process of education and do not endanger the teacher at the same time.

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1 Ruch Pedagogiczny

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1 2007

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Distance towards Authority as an Inviting Perspective of a Look at School Students' Expectations