Dimensions of Teacher Empowerment: Identifying New Roles for Classroom Teachers in Restructuring Schools.

Autor/inn/en	Klecker, Beverly; Loadman, William E.
Titel	Dimensions of Teacher Empowerment: Identifying New Roles for Classroom Teachers in Restructuring Schools.
Quelle	(1996), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Change; Educational Environment; Elementary Secondary Education; Faculty Development; Literature Reviews; School Restructuring; Teacher Attitudes; Teacher Empowerment; Teacher Participation; Teacher Role; Ohio + Suchen Sie Ihr Suchwort? Bildungsreform; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulreformplan; Schulumwandlung; Lehrerverhalten; Lehrerrolle
Abstract	Teacher empowerment was one of eight criteria required by the Ohio Department of Education for funding as part of its Venture Capital Schools in Ohio program. This report, part of a larger study, identifies and summarizes dimensional definitions of teacher empowerment in school restructuring literature in order to enlarge the vision of Venture Capital School Planning teams and to suggest roles for classroom teachers that might otherwise have been overlooked. In the literature, the conceptual continuum of teacher empowerment ranged from power handed down to classroom teachers through the school's hierarchical structure (usually from the principal) to self-empowerment through professional growth and knowledge. A number of strategies for empowering teachers are examined, along with the results of several studies. The most frequently identified dimension of empowerment was decision making; others mentioned frequently were collegiality/collaboration, professional knowledge, self-efficacy, autonomy, and status of classroom teachers. Less frequently mentioned were authority, curriculum planning/design, impact/causal importance, leadership, mentoring, responsibility, and self esteem. Study findings suggest that to participate in school restructuring, teachers must pursue knowledge beyond that of subject content and pedagogy. Their professional knowledge must include a thorough grounding in both the philosophy and processes of the change model adopted by their school. (Contains 34 references.) (ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC