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This article first looks at how teachers' apt work is contrasted with that of teacher-perceived inept administrative work habits. Second, a distinction is made between teacher official and pragmatic work zones. More teacher autonomy was achieved through completing administrative duties within the pragmatic zone. This acted as a constant source of teacher struggle and frustration, yet concurrently this was also a possible source of liberation. Conclusions suggest that both teacher and administrators first open communication lines by airing the core of the problem that bothers them, and second, create united normative platforms on "issues." This would help to alleviate teacher-related frustrations.


This article was originally published in Education, volume 109, issue 4, in 1989.

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This work is licensed under a Creative Commons Attribution 4.0 License.



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