Power in the classroom I: Teacher and student perceptions

Abstract

The primary focus of this study was to determine the degree to which teachers and students have shared perceptions of the use of power in the classroom. The results indicated that even though statistically significant associations between teacher and student perceptions were found, teacher/student perceptions of the use of power are not isomorphic. The results also indicated that both teachers and students view the overwhelming proportion of power use to stem from reward, referent, and expert bases.