Project topics and materials
Get Complete Project Material File(s) Now! »
Attractive/Referent power
Du Preez (1994:296) holds that a person has reference or imitative authority if others want to identify with his work and methods. In Tauber’s (1999:25) view, referent power can be learned – it is not simply some innate charisma that either you have or you do not. As Froyen (1988:31) observes, attractive or referent power is essentially relationship power, the power teachers have because they are likable and know how to cultivate human relationships. Literature (Levin & Nolan, 2000:76; Tauber, 1999:24) maintains that when the teacher has a referent power, learners behave as he/she wishes because they like him/her as a person. They respect and are attracted to the teacher personally (Tauber, 1999:24) Also, learners view the teacher as a good person who is concerned about them, cares about their learning, and demands certain type of behaviour because it is for their best interest (Levin & Nolan, 2000:76).
The greater the attraction, the broader range of referent power (Tauber, 1999:24). For instance, teachers with referent power are able to appeal directly to learners to behave in a certain way (Froyen, 1988:31; Levin & Nolan, 2000:76). According to Levin and Nolan (2000:76), referent power should not be equated with the situation in which the teacher attempts to be the learner’s friend. For learners to become the teacher’s friends, they should fulfill his/her personal needs. In turn the learners are able to manipulate the teacher; and the teacher loses the ability to influence the learner to behave appropriately (ibid:76).
It is neither possible nor wise to use referent power with all the learners – using referent power with learners who genuinely dislike the teacher may result in disaster. For referent power to be used effectively, the teacher should perceive that the learners like him/her; and communicate that he/she cares and likes them. This could be done through positive nonverbal gesture, positive and oral comments, extra mile and attention, displays of sincere interest in learners’ ideas, activities, specifically learning (Levin & Nolan, 2000:76).
Expert power
Expert power was conceptualised by Raven and French (Tauber, 1999:25). Du Preez (1994:296) contents that expert power stems from the special knowledge or skills in a task, and can be seen as the power of professional competence (Tauber, 1999:25). As Froyen (1988:32) points, that a teacher acquires this type of power by imbuing a subject with significance. With expert power, according to Tauber (1999:25), learners perceive that the teacher has a special knowledge or expertise and respect the teacher professionally. The teacher who uses it influences learner behaviour. Levin and Nolan (2000:77) claim that when the teacher enjoys expert power, learners behave as the teacher wishes because they view him as a good knowledgeable teacher who can help them to learn. In order to use expert power effectively, two conditions should be fulfilled, namely: · The learners must believe that the teacher has both special knowledge and the teaching skills to help them acquire knowledge; and · The learner must value learning what the teacher is teaching. Learners attach value on learning for various reasons: the subject matter is interesting, they can use it in the real world, they want good grades or they want to reach some personal goal such as college or a job (Levin & Nolan, 2000:77). The teacher, who uses expert power successfully, communicates his competence through mastery of content material, the use of motivating and teaching techniques, clear explanations, and thorough preparation (Froyen, 1988:32; Levin & Nolan, 2000:77). In essence, he/she uses professional knowledge and skills to help the learners to learn. As is the case with referent power, expert power is not applicable to all instances. For example, a technology teacher may use it in specific areas of learning but not in remedial general technology group. Also, in junior phase levels (primary school), learners perceive
their teachers as experts and expert power does not seem to motivate these learners to behave properly because the teachers have formal and legal authority in maintaining appropriate behaviour in the classroom (Levin & Nolan, 2000:77). By inference, this type of power base seems to be compatible to learners above the primary grade.
Legitimate power
This power, as Du Preez (1994:296) states, stems from the boss’s “right” or formal position to exercise authority – the subordinates have an obligation to obey. Legitimate power, in Tauber’s (1999:24) understanding, operates on the basis that people accept the social structure of institutions – homes, churches, the military and schools. At the heart of this structure is a hierarchy of power. Learners perceive that a teacher has the right to prescribe behaviour and they recognise and respect the teacher’s position (ibid:24). Froyen (1988:34) contends that in loco parentis is a term often used to refer to the teacher’s legitimate power, and acting in place of the parent has long been regarded as a legitimate function of the teacher. Further, the teacher might draw upon legitimate power to exact conformity to academic and conduct standards. Legitimate power emanates from the learner’s belief that the teacher has a right to prescribe academic and conduct standards (ibid:34). According to Levin and Nolan (2000:78), the teacher who seeks to influence the learners through legitimate power expects learners to behave properly because he/she has the legal and formal authority to maintain appropriate behaviour in the classroom. This type of power base needs the teacher to demonstrate through his/her behaviour, that he/she accepts the responsibilities, as well as power, inherent in his/her the role. In essence, the learners behave because the teacher is the teacher, and inherent in that role is a certain authority and power.
Teachers can also gain legitimate power through following and enforcing school rules; and by supporting school policies and administrations. Even though the learners of today are likely to be influenced by the legitimate power than learners of 30-40 years ago, it is still possible to use legitimate power with some learners and in some classes (Levin & Nolan, 2000:79).
CHAPTER 1 ORIENTATION
1.1 Introduction and motivation
1.2 The research problem and its setting
1.3 Aims of the study
1.4 Research methodology
1.5 Credibility and authenticity
1.6 Concept clarification
1.7 Limitation of the study
1.8 Contribution of the study
1.9 Plan of the study
1.10 Summary
CHAPTER 2 RESEARCH DESIGN AND METHODS
2.1 Introduction
2.2 Research design and methodology
2.3 The research process
2.4 Qualitative research methodology
2.5 Research paradigm (philosophy)
2.6 Research methods
2.7 Conceptual cartography
2.8 Hermeneutic approach
2.9 Conclusion
CHAPTER 3 CONCEPTUAL ANALYSIS OF TRADITIONAL CLASSROOM MANAGEMENT
3.1 Introduction
3.2 Conceptualising instructionist classroom management
3.3 Historical and analytical perspectives on traditional/ instructionist classroom management
3.4 Organisational analytical perspectives on traditional/instructionist classroom management
3.6 Philosophical approaches to classroom management
3.7 Models of classroom management
3.8 Conclusion
CHAPTER 4 ANALYSIS OF RESEARCH ON INSTRUCTIONIST AND CONSTRUCTIVIST CLASSROOM MANAGEMENT
4.1 Introduction
4.2. Insights on instructionist classroom management texts
4.3 Insights on constructivist classroom management: deriving form conceptual analysis of texts
4.4 Conclusion
CHAPTER 5 CONCEPTUAL ANALYSIS OF CONSTRUCTIVIST CLASSROOM MANAGEMENT
5.1 Introduction
5.2 Conceptual analysis of “constructivism”
5.3. Theories compatible with constructivist thinking
5.4 Characteristic features of constructivist classroom management
5.5 Organisational perspectives on contingency viewpoint
5.6 The roles of the teacher in a constructivist classroom management
5.7 Constructivist ideas about teaching and learning
5.8 Practical implications of a constructivist epistemology for teaching
5.9 Insights from constructivist classroom management
5.10 Conclusion
CHAPTER 6 POLICY ISSUES: THEORY AND PRACTICE
6.1 Introduction
6.2 Theoretical perspectives on OBE
6.3 Origin and general characteristic features of philosophies underpinning OBE
6.4 Critics of OBE
6.5 Insights on the implementation of Policy: theory and practice 1
6.6 Critical Analysis of C2005, NCS and RNCS Policies
6.7 Conclusion
CHAPTER 7 FINDINGS AND CONCLUSIONS
7.1 Introduction
7.2 Findings
7.3 Reflections
7.4 Implications for future research
7.5 Conclusion
APPENDIX A: Letter to the supervisor
APPENDIX B: Clearance Certificate
APPENDIX C: Thesis title
REFERENCES
