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Social Exchange in the Elementary School Classroom: The Problem of Teacher Legitimation of Social Power.

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Title: Social Exchange in the Elementary School Classroom: The Problem of Teacher Legitimation of Social Power.
Authors: Larkin, Ralph W.
Peer Reviewed: N
Page Count: 27
Publication Date: 2025
Descriptors: Classroom Environment, Discipline, Elementary School Students, Individual Power, Leadership Styles, Power Structure, Social Behavior, Social Environment, Teacher Behavior
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)
Accession Number: ED074068
Database: ERIC
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED074068
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    Text: Full Text from ERIC
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An: ED074068
AccessLevel: 3
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PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Social Exchange in the Elementary School Classroom: The Problem of Teacher Legitimation of Social Power.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Larkin%2C+Ralph+W%2E%22">Larkin, Ralph W.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 27
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline%22">Discipline</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Power%22">Individual Power</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Styles%22">Leadership Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Behavior%22">Social Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Environment%22">Social Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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)
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED074068
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED074068
RecordInfo BibRecord:
  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 27
    Subjects:
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Discipline
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Individual Power
        Type: general
      – SubjectFull: Leadership Styles
        Type: general
      – SubjectFull: Power Structure
        Type: general
      – SubjectFull: Social Behavior
        Type: general
      – SubjectFull: Social Environment
        Type: general
      – SubjectFull: Teacher Behavior
        Type: general
    Titles:
      – TitleFull: Social Exchange in the Elementary School Classroom: The Problem of Teacher Legitimation of Social Power.
        Type: main
  BibRelationships:
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          Name:
            NameFull: Larkin, Ralph W.
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          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 2025
ResultId 1