Title of article :
Micropolitics of School and EFL Teachers’ Professional Interests: The Case of Schools for Gifted Students in Iran
Author/Authors :
Chahkandi, Fatemeh University of Isfahan, Isfahan, Iran , Eslami Rasekh, Abbass University of Isfahan, Isfahan, Iran , Tavakoli, Mansour University of Isfahan, Isfahan, Iran
Abstract :
The aim of this qualitative study is to explore the role of the micropolitics of schools for gifted
students in the EFL teachers’ professional interests in the workplace. Results of interviews revealed
that to establish their professional interests, teachers involved in conflict and rivalry as well as
collaboration and coalition. Furthermore, teachers’ micropolitical actions were interrelated with their
efficacy beliefs. Self-interests such as public recognition and high visibility were sought as they
provided a positive feedback on teachers’ professional behavior and substantiated their efficacy.
Material interests such as the use of the smart boards, the Internet, and extra resources were further
means through which they could present their informed and efficacious character to others.
Organizational interests also confirmed teachers’ efficacy since only effective teachers were recruited
in schools for gifted students. Teachers’ social interests achieved through developing affinity and
rapport with others, particularly the principals, were the prerequisite for the establishment of all other
professional interests. The findings were discussed with reference to the importance of fostering
micropolitical literacy and the effect of information on school micropolitics on teachers’ ability to
develop appropriate coping strategies.
Keywords :
Micropolitics , Professional interests , Teacher efficacy , School structure , Power
Journal title :
Astroparticle Physics