Policy formulation is a complex process involving many stakeholders. Teacher
involvement in this process is vital if policies are to be successfully implemented at
the classroom level. An understanding of the factors that affect teacher involvement
in policymaking may assist in enhancing teacher involvement in future policy
development.
This study investigated teacher perceptions of their involvement in system po1icy
formulation in relation to eight areas: the complex policy process, political /
economic influences, teacher empowerment and morale, willingness, relationship
with the governing body, opportunities, support / encouragement and
implementation.
Teachers from four primary schools and one high school were involved in the study.
A questionnaire was completed by 68 respondents and a sub-sample of 8 participated
in a semi-structured interview.
The main findings of the study show that teachers are willing to become involved in
the policy process, however, are inhibited by ineffective information flows
(Kennedy: 1992) (Fullan:1994) (Waugh & Godfrey: 1995), lack of support
(Short: 1994), knowledge (Gamoran:1994), and awareness of opportunities
(Pajak:1992).
| Identifer | oai:union.ndltd.org:ADTP/219229 |
| Date | January 1998 |
| Creators | Mugridge, Karen, n/a |
| Publisher | University of Canberra. Professional & Community Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Karen Mugridge |
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