Popular vs Powerful: Can Teachers Be Both?/Popularni naspram moćnih: mogu li učitelji biti oboje?
DOI:
https://doi.org/10.15516/cje.v28i2.41699Keywords:
interaction, popular teacher, powerful teacher, teachingAbstract
Abstract
This study investigates how teachers shape classroom interaction and student compliance, identifying two primary orientations: popular and powerful. Using a qualitative case study design, data were collected through classroom observations and semi-structured interviews and analyzed with inductive thematic analysis. The findings show that popular teachers use interpersonal language, including humor, warm greetings, and affective reinforcement, which fosters closeness and engagement but produces approval-based compliance that is sensitive to emotional fluctuations. In contrast, powerful teachers employ structured instructional language and consistent routines, creating predictable learning environments that support system-based compliance and student self-regulation. Integrating interpersonal warmth with instructional clarity allows teachers to embody both popularity and authority, maintaining engagement while ensuring classroom stability. This study contributes to classroom interaction theory by positioning language as the primary mechanism through which authority, relationships, and compliance are enacted, offering actionable insights for effective classroom teaching.
Key words: interaction; popular teacher; powerful teacher; teaching
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Sažetak
Ovom studijom istražuje se kako učitelj oblikuje interakciju u učionici i usklađenost učenika, identificirajući dvije glavne orijentacije: popularnu i moćnu. Korištenjem kvalitativnoga dizajna studije slučaja, podatci su prikupljeni promatranjem u učionici i polustrukturiranim intervjuima te analizirani induktivnom tematskom analizom. Nalazi pokazuju da popularni učitelji koriste međuljudski jezik, uključujući humor, tople pozdrave i afektivno pojačavanje, što potiče bliskost i angažman, ali proizvodi odobravanje temeljeno na odobravanju osjetljivo na emocionalne fluktuacije. Nasuprot tome, snažni učitelji koriste strukturirani nastavni jezik i dosljedne rutine, stvarajući predvidljiva okružja za učenje koja podržavaju sustavnu usklađenost i samoregulaciju učenika. Integracija međuljudske topline s jasnoćom nastave omogućuje učiteljima da utjelovljuju i popularnost i autoritet, održavajući angažman uz osiguranje stabilnosti u učionici. Ova studija doprinosi teoriji interakcije u učionici pozicionirajući jezik kao primarni mehanizam kojim se ostvaruju autoritet, odnosi i usklađenost, nudeći primjenjive uvide za učinkovito poučavanje u učionici.
Ključne riječi: interakcija; moćan učitelj; popularni učitelj; poučavanje
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