What are the factors that pedagogical staff in Lutheran Schools in Madagascar

Studying the data material two categories were created related to what frightening factors (RQ1) the teachers and principals experience in school: Consequences and Hierarchy. Within

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the category of consequences six major codes were developed: decision-making, bad reputation, bad results, punishments and temper, controls and mistakes. First of all, it became clear that fear could be related to decision-making. This included both the act of making a specific decision, as well as the situation that may follow a certain decision. There were some differences between the principals and the teachers concerning this fear and the differences mainly concerned the fear of whom they could affect with their decisions. Second, the consequences related to a bad reputation emerged from the data. We see that fear related to what people external to the school may think about the school or about those working there was evident, both for the teachers and the principals. The teachers mentioned how pupils may create gossip about their school and those working there. Third, fear of bad results is also part of the fear of consequences. Fear of bad results reflects both the fear of pupils’ bad performances as well as poor professional performance as a teacher or a principal. Some of the findings brought forward the responsibility which lies in educating the new generation, to be responsible for today’s future. The latter was mentioned by teachers. Furthermore, the code punishment and temper, became apparent as a broad concept, including different aspects some which reflect fear related to sanctions. From the findings we see that the fact that someone who holds something against you or is mad at you is an uncomfortable thought, because it gives an indication that there may have been an incident of inappropriate behavior. The findings also reflect the fear related to the lack of formal papers, such as contracts or principals having the power to withhold salary. In Madagascar, there are a few instances protecting you as an employee. We see that findings among the teachers reflect the fear of concrete sanctions by certain people, while the principals reflect a more general fear for people’s temper. Additionally, the fear of mistakes emerged early as a code in the findings as several of the participants mentioned it. Findings show that teachers’ fear of mistakes often is related to their own profession; either lack of knowledge or professional mistakes made facing the pupils. The principals, on the other hand, underline the fear of deviating from what is seen to be standard or correct management. Finally, findings show that controls run by the government or by people possessing a higher position than the informants, also are feared by the teachers. This is not the case for the principals as the controls do not affect them in the same way as the teachers. Whether the fear of consequences further is linked to what may appear from higher up in the hierarchy, is impossible to say for sure. Though, looking at the findings related to the situated hierarchy, it may be likely that there is a link, which brings me to the next category: hierarchy.

95 The category hierarchy, concerns the fear the informants mentioned towards different the levels of the hierarchy within the management of the school: from pupils at the bottom, to God as an authority at the top. First of all, the fear of God and the Devil as authorities was mentioned by several of the informants, both principals and teachers. This fear was a result of the fact that they regarded their work as sacred. Thus, fear related to failure in their sacred mission was described as: not fulfilling the mission they saw themselves called to, as well as failure in what they reckoned as appropriate Christian behavior or God’s will. The fear of God seemed to be the type of fear which is blended with awe. Fear was also related to the fact that teachers and principals are in charge of many children, and within Christianity, children have a specific position. Related to this, was the talk of the spiritual warfare between good and evil.

Some informants mentioned the risk of damage and sabotage by the Devil since they were on mission for God. In contrast to the fear of God, the fear of the Devil seemed to be related to a real threat of something dangerous.

Secondly, findings showed that within the hierarchy, the teachers feared the principals and vice versa. In short, the teachers feared the principals due to the position s/he occupied and the power s/he had along with what s/he was capable of doing. The fact that the principal was regarded as a ray aman-dreny [a parent] influences how the employees behaved and acted towards and around him/her. Being called into his/her office was alone a reason to be afraid, as you may have done something wrong, such disrespecting a parent. What follows then, is the tsiny [guilt] which may last for generations (ref. context chapter; chapter 2). The principals feared the teachers as well. Findings show that the principals’ fear mainly concerned teachers’ reactions to their decisions. Furthermore, some principals expressed fear related to the fact that a principals’ management depends on the work of the teachers, thus, good relations are a necessity.

Third, fear among the teachers was also present in the findings. We see that their fear centers on gossip and groupings, for example - being disliked by colleagues. The imagined situation of having colleagues talking behind your back was frightening for many. Moreover, it is important to remember that part of the findings also showed that some teachers emphasized that fact was not part of their emotions towards colleagues. Fourth, there was a fear towards parents. The principals’ fear is focused on the parents’ satisfaction and the consequences for the school if what was expected was not fulfilled. The teachers agreed to this, as well as they added the fact that they feared the parents because their reactions might influence the pupils.

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The overall impression is that the fear for different consequences is linked to hierarchal structures; fear of different aspects all comes back to power relations based on the different positions in the hierarchy.

6.2.2 How is fear visible in the power relations between pedagogical