Running head: SCHOOL AUTHORITY FIGURES

School Authority Figures

David McGaughey

EDUC513 Critical Perspectives on Diversity and Culture

American Military University

Dr. Susan Adragna

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School Authority Figures

Classrooms and schools are where students learn knowledge and skills to help them after

school into college settings and into future careers. Students must learn basic knowledge and

skills from teachers and educators. Teachers must be able to focus on classroom instruction and

activities for students to learn that knowledge and skills. Teachers rely on classroom management

skills and teaching authority to maintain classroom operation. Schools also rely on school

resource officers to keep students and staff prepared for events and respond to incidents,

behaviors, and crimes. Both teachers and school resource officers hold various levels of authority

in the school that must be maintained to ensure positive learning, positive behaviors, and a safe

environment.

To understand what authority means one must first know the definition of authority. The

definition of authority is the power to make decisions, enforce rules and laws, enforce behavior

punishment, and the power to issue orders (Esmaeili, Mohamadrezai, & Mohamadrezai, 2015;

McCroskey & Richmond, 1983; Oxford University Press, 2019). Authority also is the power to

influence others through granted rights and from having expert knowledge in a topic or subject

matter (Esmaeili, Mohamadrezai, & Mohamadrezai, 2015; McCroskey & Richmond, 1983;

Oxford University Press, 2019). Teacher authority is granted after professional education and

training by schools and colleges. Teacher authority is also earned by their students after building

relationships. Teachers work on their authority through being trustworthy, showing respect,

showing reliability, showing responsibility, and using rational thought and actions.

Teachers are the leaders of their classrooms and of knowledge learning which requires them

to use various types of authority to ensure student learning. In schools and classrooms, teachers

have available five types of authority which include Position Authority, Attractive Authority,
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Reward Authority, Coercive Authority, and Expert Authority (Esmaeili, Mohamadrezai, &

Mohamadrezai, 2015; McCroskey & Richmond, 1983; Shindler, 2019).

The first type of authority is position authority also known as a legitimate authority

(Esmaeili, Mohamadrezai, & Mohamadrezai, 2015; McCroskey & Richmond, 1983; Shindler,

2019). Position authority is a formal and legal authority granted to teachers through federal and

state laws. It is not a type of earned authority it simply is granted to the role of the teacher to

manage students and classrooms. Teachers under this authority have the power and ability to

create curriculums, decide activities, set rules, and enforce those rules. Teachers also use this

authority to ensure that students are safe in the learning environment. Teachers under this

authority are considered In Loco Parentis or they act in the authority in place of a parent

(Esmaeili, Mohamadrezai, & Mohamadrezai, 2015; McCroskey & Richmond, 1983; Shindler,

2019). Long ago this authority was the backbone to learning whereas the teacher was there to

teach, and the student was there to learn, behave, and listen to the teacher. Nowadays students

often challenge teacher authority and strategies along with classroom management techniques

have changed and adapted. It is best for teachers to use this authority to establish the role of the

teacher to students and to build rules, procedures, and process that ensure students engage in

classroom behaviors that are positive and constructive towards learning (Esmaeili, Mohamadrezai,

& Mohamadrezai, 2015; McCroskey & Richmond, 1983; Shindler, 2019). Teachers should use

position authority with limitations and supplement this authority with other types of authority.

The second type of authority is attractive authority also known as referent authority

(Esmaeili, Mohamadrezai, & Mohamadrezai, 2015; McCroskey & Richmond, 1983; Shindler,

2019). Attractive authority is built through building relationships with students (Esmaeili,

Mohamadrezai, & Mohamadrezai, 2015; McCroskey & Richmond, 1983; Shindler, 2019). When

student feel as if the teacher is caring then they are more likely to listen and follow instruction.
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Teachers use their personality, role modeling, positive attitudes, and shared common interests to

influence students to behave positively and participate or engage in learning (Esmaeili,

Mohamadrezai, & Mohamadrezai, 2015; McCroskey & Richmond, 1983; Shindler, 2019). Under

this authority, teachers should not confuse caring as being a student’s friend. Relationship building

between teachers and students is so that both can learn from one another and be able to

communicate with one another.

The third type of authority is reward authority (Esmaeili, Mohamadrezai, & Mohamadrezai,

2015; McCroskey & Richmond, 1983; Shindler, 2019). Rewards are used by teachers to influence

and change student behaviors along with show praise of student efforts and achievements

(Esmaeili, Mohamadrezai, & Mohamadrezai, 2015; McCroskey & Richmond, 1983; Shindler,

2019). The goal for teachers is to have students work towards intrinsic motivations or the

willingness to learn and complete tasks, skills, and education requirements because they know it is

the right thing to do and have interest in those skills and learning. Rewards come in as part of

extrinsic motivations to help students reach desired behaviors such as positive attitudes, positive

learning, and for following rules and procedures. Rewards can be overused by teachers and should

be limited. Too many rewards can cause students to not work toward desired behaviors but simply

for the next reward. Those who are already performing to standards might also feel left out that

they are not getting rewards. Teachers need to strike a balance in the rewards system to not only

use rewards to encourage behaviors and motivation but also have rewards that show

achievements, recognition, and praise (Esmaeili, Mohamadrezai, & Mohamadrezai, 2015;

McCroskey & Richmond, 1983; Shindler, 2019).

The fourth type of authority is punishment authority also known as a coercive authority

(Esmaeili, Mohamadrezai, & Mohamadrezai, 2015; McCroskey & Richmond, 1983; Shindler,

2019). When student behaviors cross the line or for those who are not following established rules
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and procedures teachers can withhold privileges and issue consequences along with the possibility

of removal from the classroom to school counselors or to the school principal (Esmaeili,

Mohamadrezai, & Mohamadrezai, 2015; McCroskey & Richmond, 1983; Shindler, 2019).

Teachers should limit their use of this authority and attempt to gain student attention through

positive interactions and other classroom management techniques such as moving around the

room to be close to the students and switching activities or discussion to change the mindset of

the student. Sometimes students push the limits of teachers and the authority must be used.

The fifth type of authority is the expert authority (Esmaeili, Mohamadrezai, &

Mohamadrezai, 2015; McCroskey & Richmond, 1983; Shindler, 2019). Teachers of expert

authority are ones who are knowledgeable and skilled in subject matter content (Esmaeili,

Mohamadrezai, & Mohamadrezai, 2015; McCroskey & Richmond, 1983; Shindler, 2019).

Students who have little or no knowledge in a subject or topic will respect a teacher of expert

authority. Students seek out teachers with high levels of knowledge and skills to learn from thus

respect of authority is created. This type of authority for teachers is used more for college level

and adult students in traditional and online courses (Esmaeili, Mohamadrezai, & Mohamadrezai,

2015; McCroskey & Richmond, 1983; Shindler, 2019).

Teacher Authority and Power

Under a teacher’s authority and power, they must provide supervision of students, set rules

and boundaries, create a safe learning environment, create social learning, build communication

skills, advance students basic life skills, model positive behaviors, and collaborate with students

and other stakeholders to the students learning needs (Cothran & Ennis, 1997; Liu, 2013; Pace &

Hemmings, 2006; Savage & Savage, 2010; Vanderstaay, Faxon, Meischen, Kolesnikov, & Ruppel,

2009; Walker, 2010). Teachers must each follow a code of ethics that guide their authority and

power. A teacher’s responsibility to their students starts with getting to know their students
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(Cothran & Ennis, 1997; Liu, 2013; Pace & Hemmings, 2006; Savage & Savage, 2010;

Vanderstaay, Faxon, Meischen, Kolesnikov, & Ruppel, 2009; Walker, 2010). Teachers must

interact with their students in the process of getting to know them. Starting with learning names

helps with building respect and trust. For some, a relationship is not just one-sided, and many

students feel that trust and respect are earned and in turn, they feel that are able to follow a

teacher’s authority in the classroom. Next the teacher should learn from students their interests to

be able to tailor course materials and topics for students to remain motivated and follow the

teacher’s expert authority in teaching those topics (Cothran & Ennis, 1997; Liu, 2013; Pace &

Hemmings, 2006; Savage & Savage, 2010; Vanderstaay, Faxon, Meischen, Kolesnikov, & Ruppel,

2009; Walker, 2010).

As part of a teacher’s authority they act in place of a parent when supervising students in the

classroom this is also known as In Loco Parentis (Cothran & Ennis, 1997; Liu, 2013; Pace &

Hemmings, 2006; Savage & Savage, 2010; Vanderstaay, Faxon, Meischen, Kolesnikov, & Ruppel,

2009; Walker, 2010). This authority is granted to teachers through federal and state laws and

regulations (Cothran & Ennis, 1997; Liu, 2013; Pace & Hemmings, 2006; Savage & Savage,

2010; Vanderstaay, Faxon, Meischen, Kolesnikov, & Ruppel, 2009; Walker, 2010). Teachers

performing the role of teacher/supervisor must treat students with respect and dignity. In the

ethics of care, teachers have the authority to establish rules and boundaries for their classrooms

(Cothran & Ennis, 1997; Liu, 2013; Pace & Hemmings, 2006; Savage & Savage, 2010;

Vanderstaay, Faxon, Meischen, Kolesnikov, & Ruppel, 2009; Walker, 2010). An old way of

thinking was that because teachers are the authority they would make the rules and enforce them

with their students. The new model of classroom management has some power and authority

relinquished to the students to help create the classroom rules to feel they have a stake in the rule

and consequences. Students who help create classroom rules will feel inclined to self-manage
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themselves and other students to comply with those rules. This helps teachers to maintain the

authority of the overall classroom environment with the help of their students. With fewer

distractions and interruptions teachers can teach students rather than spending time trying to

correct student behaviors. Also, positive modeling and interactions go a longer way than teachers

shouting at students or forcing their authority upon them.

Students often want something or need help and the teacher wants to teach and have good

behaviors. Both can communicate and compromise without breaking trust and while building

relationships. Teachers would gain a more powerful stance with the students as they attempted to

help in a compromising manner. Authority is not just about telling students how things should be

done (Cothran & Ennis, 1997; Liu, 2013; Pace & Hemmings, 2006; Savage & Savage, 2010;

Vanderstaay, Faxon, Meischen, Kolesnikov, & Ruppel, 2009; Walker, 2010). Teachers need

students to cooperate which happens through solving conflicting problems between students and

teachers. Teachers can maintain authority and a managed classroom through an exchange system

(Cothran & Ennis, 1997; Liu, 2013; Pace & Hemmings, 2006; Savage & Savage, 2010;

Vanderstaay, Faxon, Meischen, Kolesnikov, & Ruppel, 2009; Walker, 2010). Teachers want

students to behave, participate, and cooperate so an example of an exchange would be the

student’s grades. Some students might still not care so teachers must use other exchange

strategies such as extra time or choices of content or activities.

Teachers authority go beyond creating rules and forming relationships to creating a safe

environment for learning (Cothran & Ennis, 1997; Liu, 2013; Pace & Hemmings, 2006; Savage &

Savage, 2010; Vanderstaay, Faxon, Meischen, Kolesnikov, & Ruppel, 2009; Walker, 2010).

Students must feel safe when they are learning in the classroom. Creating a safe environment

starts with building positive relationships between students. Teachers can create group activities

and discussion sessions where students get to know more about each other and share experiences.
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The goal of creating a positive behavior environment is to eliminate bullying which is a leading

cause of students not feeling safe (Cothran & Ennis, 1997; Liu, 2013; Pace & Hemmings, 2006;

Savage & Savage, 2010; Vanderstaay, Faxon, Meischen, Kolesnikov, & Ruppel, 2009; Walker,

2010). Students need to know that the teacher is willing to listen to their issues and concerns.

Some students may have a poor home life or struggle with homelessness or other medical or

mental issues, but it is up to the teacher and school to help these students regardless of their

situation. Some simply want to learn and need the classroom as an escape. Teachers should work

towards less criticism and instead work with the student in solving the issues. Some might need

more time and others may need more explanation or resources.

In the classroom, the teacher can ensure safety by designing a clutter-free environment.

Safety also includes the teachers helping students prepare for disasters and events. When a

situation occurs, students rely on the teacher’s authority to keep them safe and to provide

direction. It is up to teachers to help students to learn how to work together and gain social and

emotional skills. A teacher’s authority regarding social and emotional skills is that they must be

able to use their authority to praise students, punish students, help students learn, and to model

positive behaviors (Cothran & Ennis, 1997; Liu, 2013; Pace & Hemmings, 2006; Savage &

Savage, 2010; Vanderstaay, Faxon, Meischen, Kolesnikov, & Ruppel, 2009; Walker, 2010).

Teachers have the authority to contact student’s parents with concerns and positive experiences

that occur in the classroom to help students resolve problems so that they can meet their goals

and achievements. Overall teachers use various levels of their authority to ensure student’s needs

are met, ensure students behaviors are positive and conducive of learning, building safe

environments, and collaborating with students and parents to ensure academic success. Teachers

have a wide variety of tools in their classroom management toolkit to support their authority to

teach students in the classroom. Overall authority for teachers is earned through their professional
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development, skills, knowledge, behaviors, and interactions with students, teachers, parents,

administrators, and community members all for the goal of educating the future contributors to

society (Cothran & Ennis, 1997; Liu, 2013; Pace & Hemmings, 2006; Savage & Savage, 2010;

Vanderstaay, Faxon, Meischen, Kolesnikov, & Ruppel, 2009; Walker, 2010).

School Resource Officer Authority

Another important authority figure in schools that interact with children and teachers are

school resource officers and school security members. School resource officers patrol school and

college campuses to provide a safe learning environment. School resource officers support

teachers in efforts to build relationships between teachers and students. School resource officers

help to resolve conflicts with students and help to build positive behaviors and attitudes. School

resource officers receive at least 40 hours of training in school policing and are commissioned by

local and state law enforcement and government agencies (CRS, 2018; NASRO, 2019). These

officers are lawfully commissioned to carry weapons such as service pistols and rifles on school

property (CRS, 2018; NASRO, 2019). School resource officers not only are law enforcement and

trained professionals commissioned as an authority to enforce laws and school policies/rules, but

they also act as counselors/mentors and educators/trainers to students and school staff (CRS,

2018; NASRO, 2019).

The main duty of school resource officers is to prevent crime on school campuses. Through

routine patrol and interactions with staff and student’s, SRO’s can help reduce overloading the

9/11 operator on calls related to crimes such as damage, theft, assault, drugs, and mental health

issues that occur daily in schools (CRS, 2018; NASRO, 2019). During patrols of the school

SRO’s look for damage to property to staff vehicles, to school buildings, and to external barriers

and security features. By reducing damage and ensuring working order of security measure and

safe classrooms and school property the SRO’s lessen the likelihood of advanced crimes such as
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theft, drugs, and assaults (CRS, 2018; NASRO, 2019). The school resources officers’ best

practices are to help prevent students from receiving criminal records and reducing student or

staff injuries (CRS, 2018; NASRO, 2019). School resource officers also help those with mental

health and behavioral issues through referral to social services and counselors (CRS, 2018;

NASRO, 2019).

The next function of school resources officers is to act as mentors and counselors to

students and staff. School resource officers are the eyes and ears when they are patrolling the

school. If an officer hears a situation or feels as someone is having an issue or crisis they might fill

more of a counselor role by simply talking with the person to see what issue is causing them a

problem and listening to that person’s concern (CRS, 2018; NASRO, 2019). Some people just

need someone to talk to about their problems to relieve their stress and emotion. Officers also

help to mentor students by getting them involved in school activities and helping them participate.

Some even help students and teachers create safe after-school and community events. These

activities and events help students and teachers along with the school resource officers build trust

and relationships with each other to have a more productive relationship at school and in the

community.

School resource officers also fill the role of skills educators. Schools must prepare for many

types of natural and man-made disasters and events. School resource officers along with

emergency management officials and first responders help to educate and train students and staff

on how to react and respond (CRS, 2018; NASRO, 2019). School resource officers help students,

teachers, and administrators understand their roles in preparation and response (CRS, 2018;

NASRO, 2019). They show students, teachers, and staff on how to operate fire extinguishers and

medical equipment. Officers show students and staff how to shelter in place and how to evacuate

during various events. School resource officer help to conduct drills and simulations to understand
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the reactions of students and staff to build safer procedures and to know what to focus on training

and education on.

Today many people have a hatred for law enforcement but through the work of school

resource officers in schools, they can help bridge the gap of understanding that children and adults

have of law enforcement officials as those who put their life on the line to protect them (CRS,

2018; NASRO, 2019). School resource officers fill many roles to help students and school staff.

Often some of these roles go un-noticed but in the long run, students remain free from crime and

even prison along with building skills and knowledge provide by these officers.

School resources officers respond quickly to disaster events to save lives in cases such as

active shooter threats, bomb threats, acts of physical violence, and to natural disaster issues such

as fires, earthquakes, and tornadoes that cause damage and injuries. They respond quickly to stop

threats and to help render aid to those injured. School resource officers are important authority

figures appointed by schools and local/state agencies to interact, communicate, educate, and

respond to threats (CRS, 2018; NASRO, 2019).

Conclusion

Students in schools need to be able to focus on education and learning that will help them

past their high school years into college and into professional careers. Students must listen to

authority figures in the school to be able to learn. Two main authority figures that make a

difference in student’s lives every day is teachers and school resources officers. Teachers have the

authority through professional training, authority through granted law and by the school, and

authority through relationship and content knowledge to be able to teach children necessary life

skills and education topics. School resource officers have authority to prevent crime and respond

to emergency situations. School resources officers wear many hats (fill various

roles/responsibilities) such as being a mentor, counselor, and educator alongside their official
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duties at the school. Safety and security are vital to a safe environment and learning experience for

students and teachers alike. School resources officers are vital in community policing and

problem-solving issues that reduce conflict and keep students from having criminal records. Both

authority figures build student interactions and participation to further their education.
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References

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CRS (2018) School Resource Officers: Issues for Congress. Congressional Research Service.

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https://www.everycrsreport.com/files/20180705_R45251_db5492370a04c7e3b39f27ce52

416d229a0ac17d.pdf

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Oxford University Press (2019) Authority. Definition. Oxford Dictionary. Retrieved from

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