Author: Dagna J. Kocur
Year of publication: 2017
Source: Show
Pages: 257-267
DOI Address: https://doi.org/10.15804/tner.2017.48.2.21
PDF: tner/201702/tner20170221.pdf

The aim of the presented research was to answer the question whether people working as teachers differ from other professionals in terms of the sense of and need for power and directiveness. The study group consisted of 198 teachers, while the control group included 156 people from other occupations. The research procedure included: the SPS Sense of Power Scale (Anderson, John, & Keltner, 2012), the Index of Personal Reactions (Bennett, 1988), the SD Direc- tiveness Scale (Ray, 1976) and an extended metric. Teachers had significantly higher results in terms of directiveness, sense of power in the family, sense of power towards colleagues, sense of power towards the supervisor, need for power and resistance to submission. Teachers had significantly lower results in the area of need for influence.

REFERENCES:

  • Anderson, C., John, O.P., & Keltner, D. (2012). The personal sense of power. Journal of Personality, 80(2), 313–344.
  • Appelt, K. (2007). Podmiotowe i kontekstowe uwarunkowania funkcjonowania nauczycieli w  sytuacji zmiany społecznej. [Subjective and contextual conditioning of teachers’ functioning in the context of social change]. Forum oświatowe, [Educational Forum], 1(36), 71-90.
  • Bandura, A. (1999). Social cognitive theory of personality. In: L.A. Pervin, O.P. John (eds.), Handbook of personality: theory and research (2ⁿded.). (pp. 154‒196). New York: Guilford Press.
  • Bennett, J.B. (1988). Power and influence as distinct personality traits: development and validation of a psychometric measure. Journal of Research in Personality, 22(3), 361–394.
  • Bugental, D.B., & Lewis, J.C. (1999). The paradoxical misuse of power by those who see themselves as powerless: How does it happen? Journal of Social Issues, 55(1), 51–64.
  • Donhauser, P.W., Rösch, A.G., & Schultheiss, O.C. (2015). The implicit need for power predicts recognition speed for dynamic changes in facial expressions of emotion. Moti- vation and Emotion, 39(5), 714-721.
  • Fiske, S.T. (1993). Controlling other people. The impact of power on stereotyping. American Psychologist, 48, 621-628.
  • French, J.R.P.Jr., & Raven, B. (1959). The bases of social power. In: D. Cartwright (ed.). Studies in social power. (pp. 150‒169). Ann Arbor, MI: University of Michigan.
  • Friedman, I.A. (2000). Burnout in teachers: Shattered dreams of impeccable professional performance. Journal of clinical psychology, 56(5), 595-606.
  • Galinsky, A.D., Gruenfeld, D.H., & Magge, J.C. (2003). From power to action. Journal of Personality and Social Psychology, 85(3), 453-466.
  • Galinsky, A.D., Magee, J.C., Gruenfeld, D.H., Whitson, J.A., & Liljenquist, K.A. (2008). Power reduces the press of the situation: implications for creativity, conformity, and dissonance. Journal of personality and social psychology, 95(6), 1450-1466.
  • Galinsky, A.D., Magee, J.C., Inesi, M.E., & Gruenfeld, D.H. (2006). Power and perspectives not taken. Psychological science, 17(12), 1068-1074.
  • Hakanen, J.J., Bakker, A.B., & Schaufeli, W.B. (2006). Burnout and work engagement among teachers. Journal of school psychology, 43(6), 495-513.
  • Judge, T.A., Bono, J.E., Ilies, R., & Gerhardt, M.W. (2002). Personality and leadership: a qualitative and quantitative review. Journal of applied psychology, 87(4), 765-780.
  • Judge, T.A., Colbert, A.E., & Ilies, R. (2004). A meta-analysis of the relationship between intelligence and leadership. Journal of Applied Psychology, 89(3), 542-552.
  • Kipnis, D. (1976). The Powerholders. Chicago: University Press.
  • Leavitt, H.J. (2005). Top down: Why hierarchies are here to stay and how to manage them more effectively. Cambridge, MA: Harvard Business School Press.
  • Lord, R.G., De Vader, C., & Alliger, G.M. (1986). A meta-analysis of the relation between personality traits and leadership perceptions: an application of validity generalization procedures. Journal of Applied Psychology, 71(3), 402-410.
  • Maslach, C., Jackson, S.E., & Leiter, M.P. (1996). Maslach burnout inventory (3rd. ed.). Palo Alto, CA: Consulting Psychologists Press.
  • Mowday, R.T. (1978). The exercise of upward influence in organizations. Administrative Science Quarterly, 23(1), 137-156.
  • Poraj, G. (2009). Od pasji do frustracji. Modele psychologicznego funkcjonowania nauczycieli. [From Passion to Frustration. Models of psychological functioning of teachers]. Łódź: Wydawnictwo Uniwersytetu Łódzkiego.
  • Ray, J.J. (1976). Do authoritarians hold authoritarian attitudes? Human Relations, 29(4), 307‒325.
  • Wilmot, W.W., & Hocker, J.L. (2007). Interpersonal conflict. New York: McGraw-Hill.
  • Winter, D.G. (1988). The power motive in women-and man. Journal of Personality and Social Psychology, 54, 510‒519.
  • Winter, D.G. (1993). The power motive revised. In: C.P. Smith (ed.). Motivation and per- sonality: Handbook of thematic content analysis. (pp. 301‒310). New York: Cambridge University Press.
  • Wojciszke, B., & Strużyńska-Kujałowicz, A. (2007). Power influences self-esteem. Social Cognition, 25(4), 472-494.

Wiadomość do:

 

 

© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart