THE GOOD TEACHER - BUILDING AUTHORITY IN SECONDARY-SCHOOLS

The 276 secondary school students interviewed by the author do not def ine the ''good teacher'' in but one way. Whereas students in ''general studies'' emphasize intellectual interest and effectiveness; those in ''technical studies'' prefer teachers with whom they have personalize d relationships; and those in vocational schools expect teachers to be fair and understanding. The type of studies pursued explains variatio ns better than social orgins. Light is shed on the school's ability to socialize students. The teacher's authority is not taken for granted; it has to be built through pedagogical interactions.