Teacher-principal relations: A reflection of managerial bias

Historically in Ontario teachers were regarded as workers needing regulated supervision and as conveyors of others' prescriptions. While some educators hold this image immutable, to others, it has no validity. In addition, individually, teachers and principals bring to work an agglomeration of life experiences and the values, beliefs and understandings that accompany them. It is within this context that teachers and principals interact and work.;What underlies their view of their own and each other's roles is their understanding of authority. Few dispute the need for legitimate authority, particularly in complex organizations such as schools. However, since it thwarts teachers' professionalism when it is extended unreasonably, authority becomes problematic in a school. I refer to the inappropriate exercise of hierarchical authority as managerial bias.;This research, an interpretive inquiry, addresses two central themes--teacher-principal relations and managerial bias. Seven principals and twenty teachers with a broad range of years of experience in education from seven elementary schools in a single, suburban school board participated. Through structured interviews, questionnaires and document analysis I gathered data revealing the state of teacher-principal relations and the extent to which managerial bias influences them.;Managerial bias exists in teacher-principal relations but not necessarily negatively. Both teachers and principals approve of it when it presents an advantage to them, but not when it is inconvenient. Because it creates dependency and undermines teachers' professionalism, even when it is called up as a matter of convenience, it tarnishes teacher-principal relations.;Since the school is a site of accommodation, most principals meet the expectations of most teachers. This occurs when individuals share and demonstrate the belief that teachers have authority in matters pertaining to instruction of students, that principals manage the school and that they mutually work out changes to the school culture. Teachers attribute dissatisfaction with their principal to inconsistency between a principal's words and deeds and a lack of clarity about the principal's role, particularly in areas of teachers' expertise. When clear expectations for teachers and principals are articulated, understood, accepted and respected, it will benefit both parties, and hopefully the students in their charge.