Power and Autonomy in Teacher Socialization

Abstract

A theory of occupational socialization was developed and tested with a sample of teachers and school administrators. Socialization within an organizational setting is presented as a process in which the significant other is the person having the greatest ability to control organizational sanctions. This power process is modified by the relative Resources of the organizational neophyte and by the degree of Affect between the neophyte and his significant other. The theory received partial support from the data and the findings throw light on the nature of professional autonomy and on the process of occupational socialization.