This article explores pre-service teachers’ expectations of their future teaching career, in particular concerning teacher– student interrelations. The author argues that teacher altruistic and narcissistic classroom expectations may help in predicting teachers’ student control ideology.
He argues that humanistic control emphasizes the prominence of the student as an individual and the significance of creating an atmosphere in the classroom, in which students’ needs are satisfied.
In contrast, custodial control obligates students to incontrovertibly accept their teachers’ decisions and directions of thought and action. Hence, teachers who espouse custodial control do not try to understand their students’ behavior or take it into account, as do teachers who espouse humanistic control, and view breaches of discipline by the students as absence of motivation or non-compliance to their demands as a personal affront.