This study focused on a historic, descriptive analysis of the process by which properly designed and implemented staff development programs can lead teachers to seek empowerment in school settings, and also subsequently provide a supportive environment for continuing empowerment efforts. Teacher empowerment embodies the belief that teachers are professionals in the full sense of the word, and that as professionals, they deserve to share responsibly in decisions which affect their daily work lives and their careers as educators. The literature suggests that although most teacher inservice programs are designed specifically to develop new teaching skills or curricula, other positive outcomes involving changes in teachers' attitudes, beliefs, and in the school climate may also grow from participation in such programs. It also suggests that such changes in teachers' attitudes, beliefs, self-esteem, perceptions, and work environments are crucial ingredients of successful teacher empowerment efforts. Twelve participants in the Westport, MA inservice offerings during the years from 1982-1989 were studied using Qualitative Research methodology, including in-depth, semi-structured interviews, an open-ended questionnaire, field observations, and analysis of related documents. The major purpose of the study was to identify positive outcomes of the evolving professional development program and its role in creating the environmental conditions conducive to participation in the Carnegie School Program for teacher empowerment. Data gathered in this study indicated that positive attitudinal changes occurred with many participants in the areas of self-image and motivation. Teachers reported that sharing decisions about the content and delivery of inservice training led them toward increased participation in other teacher empowerment initiatives. The results of the study demonstrate a congruence between carefully designed staff development programs and subsequent teacher empowerment efforts. The underlying evidence that a school which uses staff development programming to foster an environment conducive to teacher empowerment has strong potential for success in educational reform and restructuring efforts was confirmed.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-7860 |
| Date | 01 January 1990 |
| Creators | King, Virginia Anne |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
Page generated in 0.0016 seconds