The purpose of this study is to identify different types of school leadership as perceived by teachers and to test the extent that these types predict teacher retention. School leadership varies by perception, context, and may influence a teacher's decision to leave their current school or the profession. Four statistically different types of…

Findings of an initial case study revealed that a principal had used the core leadership practices of setting direction, developing people, and redesigning the organization. The enabling principles of "accountability," "caring," and learning were also present. This paper is based on a follow-up qualitative research study…

During the past two decades, Taiwan's Ministry of Education has responded to globalization by restructuring school curricular, instructional, and decision making practices along western lines in an attempt to attain legitimacy on the world stage. As a result, Taiwanese principals, once kings within their schools, now must share power with other…

The idea of collective decision making in schools has been a popular democratic educational reform model. One of its claims is that participation in school decision making empowers teachers and improves teaching. This research investigates this claim by exploring seven teachers' experiences with a unique democratic school reform in Porto Alegre,…

School renovation projects, such as those undertaken by two Boston elementary schools, allow principals opportunity to influence quality and usefulness of renovated space as well as values expressed by school environment. Despite tight budgetary constraints, architects designed a series of vivid graphic images throughout Patrick O'Hearn School to…

The attitudes of six principals serving in shared decision-making (SDM) high schools toward SDM were studied. Although three supported SDM as a vehicle for improving education, the others supported it for its own sake, to democratize schools. Problems in instituting the reforms in these schools are discussed. (SLD)

Explores how nine U.S. schools participating in a project to create empowered schools defined empowerment, structured the change process, and transformed school culture. Participating schools fell into three categories (the opportunity school, the shifter school, and the no-go school) regarding their success in changing school culture, creation of…

Offers insights and themes observed in six restructuring schools studied in 1991-92. Results show that principals' importance varies, sharing of power is fragile, leadership and power are often dispersed, changes in decision-making structures sometimes improve instruction, and power redistribution and shared purpose can foster either increased…

Sharing decision making with teachers and parents actually increases the principal's influence. Offers 10 steps to translate leadership skills into school restructuring. (MLF)

Leader authenticity, which affects principals' willingness to share leadership roles, has been associated with more open school climates. This article summarizes a study examining the relationship between principal authenticity and faculty empowerment in 30 high schools. One aspect of teacher empowerment (expanding teacher knowledge) was…

Democratic schooling extends beyond governance structures into all areas of educational practice. What are appropriate practices for democratic schools? This question was addressed by a qualitative study of principals in schools striving to become more democratic. These principals expanded decision-making involvement and discourse, stressed…

This paper presents findings of a study that examined the role principals play as schools institute democratic governance structures. During 2.5 years, data were collected through interviews, observations, and document analysis at six schools engaged in a shared decision-making (SDM) project. Findings suggest that for principals to foster SDM in…

Some school systems are taking fresh approaches to school change, experimenting with using teams within school as change vehicles, rather than relying on innovative individuals or attempting to convert whole faculty at once. Principal is usually a key team member. Established practices are usually challenged once a team has been built and charged…

Summarizes results of an in-depth study of 25 elementary and middle schools in 11 districts in the United States, Canada, and Australia. Some schools were actively restructuring; others were going through the motions of school-based management with little instructional change. The most successful SBM plans were those that empowered new decision…

Restructuring demands an organizational and cultural break with the past. Because goals are ambiguous and new roles are required, decision makers must relinquish sequential, goal-driven planning for sustained dialogue, inquiry, and risk taking. Principals enhance the process by educating parents and the community and by establishing a…