Principal-Teacher's Power Relationship at Public Charter Schools: A National Study Based on 2011–2012 Schools and Staffing Survey Data

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Abstract

This study aims to examine principal-teacher’s power relationship at charter schools and compare it with regular public schools. Our previous studies examined the theoretical controversy whether principal-teacher’s power relationship at all public schools is a win-win situation or zero-sum game, while we have little evidence on the power relationships at charter schools. Based on the 2011-12 national Schools and Staffing Survey data, we found that at charter schools, four school decision areas presented the win-win power relationship, while regular public schools presented 6 win-win power relationships and one zero-sum power relationship. Implications and suggestions for policy makers and school administrators are provided.

Authors

• Jiangang Xia, University of Nebraska - Lincoln

• Jianping Shen, Western Michigan University

• Yongmei Ni, University of Utah