The Study of the Application of the Goffman’s Dramaturgic Approach to Elementary School Teachers’ Daily Interactions in School

• Main Authors: Tu,Yi-Hsuan, 杜怡萱
• Other Authors: Hsu, Chih-Ting
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/11764323985295518120

碩士 === 國立臺南大學 === 教育學系課程與教學教學碩士班 === 102 === The purpose of this study is to explore the conflict in teacher’s role-expectation and self-role expectation. According to the literature review, teachers may have been constrained by social conditions and the school system; therefore, they utilize the Goffman’s Approach in school. Consequently, the focus of this study is to explore how homeroom teachers in elementary schools apply the Goffman’s Dramaturgic Approach in their daily interactions in school. The main purposes of the study are: (1) What approach the homeroom teachers adopt in the daily interactions in school. (2) How the homeroom teachers in a Tainan City public elementary school utilize the Goffman’s Approach (3) The relationship between the teacher’s role-expectation and the social conditions under the Goffman’s Approach. To achieve the aforementioned research purposes, this study was carried out through the qualitative research and semi-structural interview. Eight homeroom teachers from a Tainan City public elementary school were chosen to participate in the interviews. The interviews were recorded and transcribed verbatim. The findings are as follows: 1. The four aspects of the Goffman’s Approach such as “performance,” “teams,” “region” and “impression management” are utilized by elementary school teachers in their daily interactions in school. 2. Due to the circumstances that teachers are under the terms and conditions of therefore their daily interactions in school have shown the characteristics of the Goffman’s Dramaturgic Approach.As elementary school teachers are under the conditions of “the bureaucratic system of school organization,” “the loose coupling system of school organization,” “teachers cultural norms,” “the necessity of teacher authority” and “students are considered teachers work object and concrete results,” therefore their daily interactions in school exhibit performance characteristics of the Goffman’s Dramaturgic Approach. Further suggestions are made for elementary school teachers, administrative personals and future researchers.