| Abstract: |
A study of teacher leadership styles and classroom climates in 75 elementary school classrooms showed that teacher task and expressive orientations powerfully influenced classroom morale. Teacher authoritarianism had no effect, calling into question interpretations of previous studies of teacher leadership. Teacher power orientation showed strong negative relationships to peer influences and peer group centrality. With classroom climates typed according to morale, peer influence, and peer group centrality, combinations of teacher leadership modes--based on task and expressive and power orientations--were strong influences on classroom climates. Teachers legitimated their power through satisfaction of task and socio-emotional needs of the students. Non-legitimation of power leads to alienated or rebellious classrooms. (A 14-item bibliography and appendixes of related research material are included.) (Author) |