Research Characteristics (teachers)

Question 1

Why do teachers have more power and status than pupils in schools?

Answer 1

Teachers hold higher power due to their age, experience, and responsibility within the school. They also have legal obligations and a duty of care toward students

Question 2

How does the nature of the classroom reinforce the teacher’s power?

Answer 2

Teachers often see the classroom as their domain (“my classroom”), making researchers seem like intruders. However, teachers themselves are also constrained by headteachers, governors, parents, and pupils

Question 3

How can researchers gain access to teachers without disrupting the hierarchy?

Answer 3

Researchers might take on roles like supply teachers or classroom assistants to integrate into the environment and gain access without appearing intrusive

Question 4

What is “impression management,” and how do teachers use it?

Answer 4

Erving Goffman’s concept explains how teachers perform a “front stage” role for students, putting on an act to maintain authority. Researchers must find ways to observe their “backstage” behavior

Question 5

Where do teachers’ “backstage” behaviors take place, and why is it difficult to observe?

Answer 5

The staffroom is a key backstage area, but it’s a small, exclusive social space where outsiders stand out and may not be welcomed

Question 6

Why might teachers be hesitant to share honest opinions during research?

Answer 6

Teachers fear that critical comments about their school could impact their careers, making them reluctant to speak openly

Question 7

How can researchers avoid bias when studying teachers?

Answer 7

Instead of direct questions in interviews or surveys, researchers should use observational methods to gather more authentic data

Question 8

How might headteachers manipulate research findings?

Answer 8

They may selectively choose which teachers participate to ensure a positive image of the school, influencing research outcomes