Professional Deference: When Does it become Critical?

Abstract

This chapter presents a critical analysis of administration and its dysfunctional relationship to teaching and learning. Researchers conducted an ethnographic study over the course of 2 years. The reflective narrative (Nielsen, 1995) is of an iteration of Smith and Geoffrey's (1968) insider–outsider technique revealed systemic dysfunction, professional deference, and disregard. It provides the framework from which to view the dysfunctional behavior of both teachers and administrators. The critical analysis provides a research to practice component, which informs the preparation of future administrators through the revelation of the study's administrative challenges and expectations in the field of education.

Citation

Green, J.A. and Kelly McKerrow, K. (2007), "Professional Deference: When Does it become Critical?", Donahoo, S. and Hunter, R.C. (Ed.) Teaching Leaders to Lead Teachers (Advances in Educational Administration, Vol. 10), Emerald Group Publishing Limited, Leeds, pp. 217-233. https://doi.org/10.1016/S1479-3660(07)10013-5