The Dilemma And Logic Of Teachers' Power From The Perspective Of Teacher-Student Conflic

In the traditional education view,as the owner of power,teachers have become accustomed to the top-down and rational operation mode.The innovation of modern education concepts encourages students to exert their autonomy and expect power sharing.Teacher-student conflict is the game and coexistence of these two force.According to John French’s Bases of Social Power,teachers also have coercive power,legitimate power,reward power,referent power,and expert power.The operation mode deeply affects the trend of teacher-student conflict.When teachers operate these five powers,they often face several dilemmas: First,in order to establish authority and enhance their sense of self-identity,they excessively rely on punishment to train students’ behavior,leading to the abuse of coercive power.Secondly,depersonalized rules in bureaucracy and diverse social values gradually contribute to the elimination of legitimate power.Thirdly,excessive burden makes inaccuracy in reward power inaccurate.Fourth,disapproval and negligence of students’ emotion result in invalidation of referent power.Fifth,the lack of professional skills or knowledge gives rise to the untruth of expert power.These dilemmas not only cannot effectively manage students,but can also trigger resistance from students group,exacerbating or even worsening teacher-student conflict.This study explores the different forms of teacher’s power in specific situation from the perspective of teacher-student conflict in high school.The operation mode of individual power is not same and constant,and teachers will choose the relevant mode when facing different conditions and students.Therefore,combining multiple research methods such as interview and observation to sort out different cases and relevant educational theories,this study hopes to uncover the tip of the iceberg in the study of teacher’s power.In addition,the internal logic of power operation is revealed based on the individual teacher’s concept and behavior,the process of teacher-student interaction,and the educational system level.Firstly,teacher’s power contains various sources,such as law,school,and society;Teacher’s concept needs to be consistent with his action.Meanwhile,teachers may more consider emotion care in teacher-student interation.Secondly,from the perspective of teacher-student interaction,power operation is placed in a game,where students have the ability to transform it and confront,negotiate and reach a contract with teachers.Finally,from the perspective of the educational system,power itself is fluid.Teachers influence students by control of time,space,and body.Monitor in the school is eventually internalized into self monitor of individual student.By tracing the forms and practical dilemmas of teacher’s power of in the view of teacher-student conflict,analyzing the reasons,proposing the inherent logic that,and ultimately constructing strategic,this study hopes to help in-service teachers better understand the conflict and the invisible power in their own hands.