Title

The experience of power in teacher–student relationships in collectivistic context

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Counseling and Educational Psychology

Document Type

Article

Source Title

Psychological Studies

Volume

64

Issue

3

First Page

316

Last Page

331

Publication Date

9-1-2019

Abstract

While previous research had mainly studied social power in various relationship contexts in Western countries, very little emphasis has been given to non-Western countries, especially in a teacher–student relationship context. This qualitative study explored the experiences of power in a teacher–student relationship context among Filipino teachers and students. Open-ended and semi-structured interviews were conducted among teachers (n = 8) and college students (n = 8) in private universities in the Philippines. Using thematic analysis (Braun and Clarke in Qual Res Psychol 3:77–101, 2006), findings revealed themes that characterized the unique and convergent experiences of Filipino teachers and students. Both groups generally describe that the experience of power (and powerlessness) in a teacher–student relationship contexts can be described by the difference in knowledge and expertise between teachers and students, hierarchy dictated by social role and age, responsibility and obligation, and response to power and authority. However, both groups also identified several limits to teachers’ authority. Unique experiences of teachers and students are elaborated, and implications and future research directions are discussed. © 2019, National Academy of Psychology (NAOP) India.

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Digitial Object Identifier (DOI)

10.1007/s12646-019-00523-0

Disciplines

Educational Psychology | Social Psychology

Keywords

Teacher-student relationships--Philippines; Authority; Power (Philosophy)

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