Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

No description available.

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 105-110).

Thesis (Ed. D.)--Illinois State University, 1968. / Title from title page screen, viewed Aug. 17, 2004. Dissertation Committee: Clayton Thomas (chair), Elden A. Lichty, Charles Edwards. Includes bibliographical references (leaves (leaves 185-194). Also available in print.

Paper one: Teacher empowerment: concepts, strategies, and implications for schools in Hong Kong The education profession in Hong Kong has been experiencing waves of educational reforms since the early 1990s. A system of school-based management has been imported from Western countries without undergoing thorough discussion about the roles that teachers might play in facilitating it. The purpose of this article is to suggest a strategic mix for school leaders toward effective implementation of teacher empowerment. This mix is divided into three levels: the teacher, administrator, and school levels. At each level the foundations of empowerment have been identified and actions for empowerment discussed. The suggested strategies attempt to balance the human and operational factors in the reform initiative. This article also presents certain contextual considerations when implementing the Western-born concept in the local society where Confucian traditions prevail. / Paper two: Teacher empowerment as perceived by teachers in Hong Kong The Hong Kong Government first introduced school-based management (SBM) to the education profession in 1991, but little attention has been paid on the role of teachers in school reforms. This study was aimed at answering the following questions: (1) how do the teachers in Hong Kong perceive SBM and teacher empowerment, and (2) how do they perceive the essential conditions for empowerment? Findings from a questionnaire survey revealed that the responding teachers only had a limited understanding of SBM. The study also offers insights on how practitioners can better implement teacher empowerment at the teacher level in their particular schools. / Paper three: Teacher empowerment as perceived by principals in Hong Kong The Hong Kong Government first introduced school-based management (SBM) to the education profession in 1991. However, little attention has been paid to the issue of teacher empowerment. This study was aimed at answering the following questions: (1) how do principals in Hong Kong perceive SBM and teacher empowerment, and (2) how do they perceive the essential conditions for empowerment? Findings from a questionnaire survey revealed that the responding principals had a good knowledge of SBM but not the very nature of empowerment. The study also offers insights on how school leaders can better implement teacher empowerment at the administrator level in their particular schools. / Thesis (DoctorateofBusinessAdministration))--University of South Australia, 2005.

Thesis (Ed.D.)--University of Tulsa, 1971. / Bibliography: leaves 58-61.

Thesis (Ed.D.)--University of Tulsa, 1976. / Bibliography: leaves 85-89.

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 156-161). Also available via the Internet.

Thesis (Ph.D.)--George Mason University, 2008. / Vita: p. 108. Thesis director: Gary Galluzzo. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed July 3, 2008). Includes bibliographical references (p. 95-107). Also issued in print.