A Model of Classroom Coping Strategies

This paper represents an attempt to construct a theoretical model with which to analyse the social context and genesis of classroom coping strategies, thereby linking macro‐ and micro‐factors. I approach this firstly through a critique of A. Hargreaves’ analysis which tends to emphasise macro‐factors and constraints on teacher action. I suggest that this analysis should be balanced and augmented by recognition of more independent and creative action in micro contexts. In the second part of the paper I develop Woods’ work on teacher survival by considering the use of the interactionist concept of ‘self and the phenomenological concept of ‘interests‐at‐hand’ as a means of defining the subjective meaning of ‘coping’, and its implication for classroom processes. I emphasise the importance of teacher biography. Finally a conceptual model which seeks to integrate many macro‐ and micro‐factors which bear on classroom coping strategies is presented.