Ties in Tumultuous Times: Educators' Workplace Relationships as the Intersection of People, Policy, and Politics
Saved in:
| Title: | Ties in Tumultuous Times: Educators' Workplace Relationships as the Intersection of People, Policy, and Politics |
|---|---|
| Language: | English |
| Authors: | Melanie Muskin (ORCID |
| Source: | AERA Open. 2025 11(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Secondary School Teachers, Interprofessional Relationship, Political Attitudes, Individual Characteristics, Teaching Conditions, Teacher Attitudes, Sense of Belonging, Job Satisfaction, Departments, School Policy, Friendship, Pandemics, COVID-19, Group Dynamics |
| ISSN: | 2332-8584 |
| Abstract: | This qualitative study explores how secondary school educators in the United States conceptualized their workplace relationships during the 2021-2022 school year, which was a period marked by a return to in-person instruction amidst ongoing public health crises and heightened politicization of school policy and practice. Drawing on micropolitical theory, we analyze data from 54 educators who participated in 26 online focus groups and interviews. Findings reveal that workplace relationships were shaped by a combination of individual characteristics and school policies. Political homophily emerged as a key factor that influenced educators' relationships. Educators bonded over shared political beliefs and experienced isolation when misaligned with dominant ideologies at their schools. These interpersonal dynamics shaped educators' senses of belonging, job satisfaction, and organizational commitment, underscoring the need for inclusive school environments that allow for ideological diversity. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494811 |
| Database: | ERIC |
| Abstract: | This qualitative study explores how secondary school educators in the United States conceptualized their workplace relationships during the 2021-2022 school year, which was a period marked by a return to in-person instruction amidst ongoing public health crises and heightened politicization of school policy and practice. Drawing on micropolitical theory, we analyze data from 54 educators who participated in 26 online focus groups and interviews. Findings reveal that workplace relationships were shaped by a combination of individual characteristics and school policies. Political homophily emerged as a key factor that influenced educators' relationships. Educators bonded over shared political beliefs and experienced isolation when misaligned with dominant ideologies at their schools. These interpersonal dynamics shaped educators' senses of belonging, job satisfaction, and organizational commitment, underscoring the need for inclusive school environments that allow for ideological diversity. |
|---|---|
| ISSN: | 2332-8584 |
