Teacher Careers and Comprehensive Schooling: An Empirical Study

Abstract

This paper is based on an investigation of a reorganized comprehensive school. Although in the tradition of the `new' sociology of education, it is critical of aspects of such an approach. It attempts to give a greater insight than hitherto into the work relationships of teachers in schools; concentrates on the consequences for self and role performance of teacher career experience, focusing particularly on teacher/headteacher interaction. Intra-school `horizontal' and `vertical' aspects of teachers' careers (particularly, `the streaming of teachers') and associated moral careers are examined; and the formation of a `cabal' and a `clique' noted. This professional segmentation is linked with the streaming of children and the distribution of `stratified knowledge' within the school, which are seen to guarantee distinctive pupil identities and educational careers. In conclusion, the suggestion is made that comprehensive schooling, as at this school, is a negation of the comprehensive principle.