Verhoek-Miller Nancy, Miller Duane I, Shirachi Miyoko, Hoda Nicholas
Mississippi State University, Department of Curriculum and Instruction, MS 39762, USA.
Psychol Rep. 2002 Aug;91(1):257-62. doi: 10.2466/pr0.2002.91.1.257.
Two studies investigated teachers' and principals' power styles as related to college students' retrospective ratings of satisfaction and peers' abusive behavior. One study also investigated retrospective self-perception as related to students' sensitivity to the occurrence of physical and psychological abuse in the school environment. Among the findings were positive correlations between subjects' perceptions that their typical elementary school teacher used referent, legitimate, or expert power styles and subjects' reported satisfaction with their elementary school experience. Small but statistically significant correlations were found suggesting that principals' power style was weakly associated with ratings of psychological abuse in elementary school and physical abuse in middle school. Also, students who rated themselves as intelligent, sensitive, attractive, and depressive had higher ratings of perceived psychological and physical abuse at school. It was concluded that parameters of leaders' power styles and subjects' vigilance might be useful for understanding school climates. Experimentally designed studies are required.
两项研究调查了教师和校长的权力风格与大学生对满意度的回顾性评分以及同伴的虐待行为之间的关系。一项研究还调查了回顾性自我认知与学生对学校环境中身体和心理虐待发生情况的敏感度之间的关系。研究结果包括,受试者认为他们典型的小学教师使用参照权、合法权或专家权风格与受试者报告的对小学经历的满意度之间存在正相关。发现了虽小但在统计学上显著的相关性,表明校长的权力风格与小学中的心理虐待评分和中学中的身体虐待评分之间存在弱关联。此外,将自己评为聪明、敏感、有吸引力和抑郁的学生在学校中对感知到的心理和身体虐待的评分更高。得出的结论是,领导者权力风格的参数和受试者的警惕性可能有助于理解学校氛围。需要进行实验设计的研究。