https://orcid.org/0000-0002-6486-8613
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ABSTRACT
Our previous study examined whether the principal-teacher's power relationship is a zero-sum or win-win situation. Based on the national 1999–2000 Schools and Staffing Survey (SASS) data, we found that the power relationships were more likely to be win-win situations, particularly in elementary schools. After a decade of school accountability movement, we wonder whether the power relationships have evolved. Based on the more recent 2011–12 SASS data, we found that: (a) the power relationships were still more likely to be win-win, and (b) more decision domains presented win-win power relationships at both elementary and secondary schools. Implications and suggestions are provided.
Disclosure statement
No potential conflict of interest was reported by the authors.