Teachers’ authority in a decade of social changes, 2011–2022

Keywords: authority, teacher, education, social changes, parents, school

Abstract

Research objectives (aims) and problem(s): The study aims to examine how perceptions of teacher authority among 15-year-old students have changed over the last decade (2011/2012–2022). The research also seeks to identify the authority figures indicated by students and to capture changes in their understanding of authority in the context of socio-cultural transformations.

Research methods: A quantitative-qualitative approach was used, combining statistical analysis with a qualitative interpretation of students’ responses. Data were collected through an electronic questionnaire administered on an e-learning platform. The key open-ended question – “Who is the greatest authority figure for you?” – allowed students to provide unrestricted answers without predefined categories.

Process of argumentation: The article presents selected theoretical perspectives on authority, emphasizing its personal and relational dimensions within educational contexts. This theoretical framework is followed by a comparative analysis of empirical data from two nationwide studies conducted in Poland in 2011/2012 and 2022.

Research findings and their impact on the development of educational sciences: The comparative analysis reveals significant changes in adolescents’ perceptions of authority. The proportion of students indicating teachers as authority figures increased markedly, while the number identifying both parents as their main authority decreased substantially.

Conclusions and/or recommendations: The results suggest that teacher authority is undergoing transformation under the influence of social and cultural changes. Contemporary students increasingly value authenticity, empathy, and communication rather than authority based solely on formal position.

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Published
2026-06-30
How to Cite
Żebrok, P., Stańdo, J., & Fechner, Żywilla. (2026). Teachers’ authority in a decade of social changes, 2011–2022. Multidisciplinary Journal of School Education, 15(1 (29), 317-334. Retrieved from https://czasopisma.ignatianum.edu.pl/jpe/article/view/3971
Issue
Vol. 15 No. 1 (29) (2026): Stress and Success Among Teachers
Section
Thematic Articles

Copyright (c) 2026 Przemysław Żebrok, Jacek Stańdo, Żywilla Fechner

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