THE GOAL STRUCTURE OF TEACHERS IN COMPREHENSIVE SCHOOLS |
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| Authors: | Douglas S Finlayson |
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| Institution: | School of Education , University of Liverpool |
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| Abstract: | A number of statements of various analytically‐derived output and support goals appropriate to secondary schools were submitted for evaluation, as ideal school goals, to a sample of teachers drawn from ten comprehensive schools. The teachers’ top priorities were output goals referring to the balanced development of pupils’ potentialities, interests and skills, and management goals referring to the regulation of social conflict within the organization, and social cohesion amongst the participation of the staff. Of relatively low priority are output goals reflecting a concern for the maintenance of the authority structure within and the economic needs of the wider society, and direct service to the community within which the school is set. Adaptation to the needs of that community and the maintenance of the status of the school are support goals which are also given relatively low priority. |
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