Exploring dialectic tensions in teachers' relationships in school settings

Abstract

<p> This study explored the feasibility of using dialectic theory to study of dialectic oppositions in teachers' school-based relationships. Employing relational dialectics as a theoretical framework, this study exposed several sets of dialectical forces emerging in teachers' relationships. 23 high school teachers were interviewed utilizing a semi-structured questionnaire; interviews were transcribed and coded for analysis. The analysis revealed that the dialectic tensions of <i>control</i> vs. <i>emancipation, empowerment</i> vs. <i>oppression</i> are prevalent in teachers' relationships with administrators; the dialectic tensions of <i>solidarity </i> vs. <i>autonomy </i>and <i>fragmentation</i> vs. <i>unity</i> are common in the relationships of teachers with administrators and colleagues as well; while the dialectic tensions of <i> nurture</i> vs. <i>discipline, respect</i> vs. <i>suspect, consistency</i> vs. <i>flexibility,</i> and <i>connection </i> vs. <i>disconnection</i> are prominent in teachers' relationships with their students.</p>