This dissertation deals with the concept of teacher empowerment and its role in the current school restructuring movement. The ideas of teacher empowerment and school restructuring are being investigated because the concensus of those associated with the schools, either directly or indirectly, is that there is a need to improve America's educational system. Teacher empowerment is a term applied to the process of strengthening the teaching profession. This process requires formats within the school which provide teachers greater access to information and encourages greater involvement of teachers in the decision-making process. Advocates of school restructuring call for the decentralization of the bureaucratic organizational structure of schools. School restructuring would create within the organization and in each specific school a style of leadership which fosters a greater degree of participation by staff in the decision-making process. This movement toward more democratic school organizations is congruent and integrally related to the teacher empowerment construct. This study was both an historical and descriptive review of the research, literature, legislation, and policy related to teacher empowerment and its role in school restructuring. The goal was to develop a conceptual framework for understanding the nature, antecedents, and consequences of teacher empowerment. The researcher described and systematically analyzed the many facets of the subject and its possible impact on the schools. The results represent an analysis of the potential for teacher empowerment to affect the school improvement movement.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-7900 |
| Date | 01 January 1990 |
| Creators | Karafotis, Carol Ann |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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