Blame avoidance and facework in teachers` collaborative decision-making

Figures & data

Table 1. Codes.

Category/ Code	Definition	Example
Discussion	When teachers officially discuss a specific student
Mentioning of educational failure	Utterances where teachers referred to student’s failing scores or functioning	‘He already failed three classes … he will fail history too … and bible.’
Blaming	Attributing negative happenings to someone or something	‘It’s no surprise that she failed. She does nothing. (She) doesn’t stop talking and doesn’t take her Ritalin.’
Attributing blame to students	Utterances where teachers ascribe a student’s failure to the student—behaviour, academic abilities, or emotional condition.	‘He failed two classes … He plays with his phone, chats … not concentrated (on his studies but rather) engaged with everything (else) around him.’
Attributing blame to parent	Utterances where teachers ascribe a student’s failure to his/her parents—allowing disruptive behaviour, neglecting or over pressuring their child.	‘She (the mother) avoids her parental responsibility; she has never opened his notebook.’
Attributing blame to teachers	Utterances where teachers ascribe a student’s failure to her/his teacher’s practice, support, or attitude.	‘What did you do when you saw it (the student’s multiple failures)? Have you spoken to the parents? We make declarations but do nothing.’
Disagreement	A controversy, an exchange where teachers do not agree with each other or do not share the same opinion.	Teacher A: ‘I don’t think he’s (suitable) for Tafnit (the lower track).’ Teacher B: ‘of course he is.’

Table 2. Blaming distribution.

Blame attributed to	Number of Attributions	Percentage from total number of blame attributions
The student	94	53.5
Student`s parents	34	19.4
Teachers	30	17.2
Management/inspection	7	4.1
Other	10	5.8
Total	175	100

Figure 1. Focal participants’ line, face threat, and facework (Hani).

Figure 2. Focal participants’ line, face threat, and facework (Malina).

Figure 3. Transcript Conventions.