Compares alterations in the professional role of the chief educational officer in three countries following lay challenges and political turbulence. Reflects on the causes of the politicization of education and its effects on administrators' behavior and values. Contains 48 references. (SV)

This study examined the degree of organizational autonomy of public school teachers and midlevel administrators and its relationship to commitment to schools and job satisfaction. Teachers were less committed and felt less autonomy than administrators. School reform implications are linked to the findings of the study. (JD)

The present confrontational labor/management negotiations model mitigates against the development of a higher form of teacher professionalism. Current union and school management models are highly centralized governance systems. Collaborative planning must be instituted in a collegial manner to be successful. (MLH)

Changes in higher education, particularly fragmentation of the academic workplace and shifts in faculty status and autonomy, have had a profound effect on faculty roles and professional identity. However, in the debate on change, faculty have important insights to offer concerning the nature of learning and institutional conditions supporting…

Portrays work of four headteachers as local administrators in Malta's highly centralized educational system. Examines teacher allocation, school management styles, establishment of school emphasis, curriculum development. In centralized systems, most significant parameters for curriculum making are set by central authorities. Despite binding…

Implementation of a career ladder in the Cave Creek Unified School District (Arizona), with a five-factor teacher performance evaluation and accompanying placement algorithm successfully dispersed teachers across plan levels. After three years, there have been no teacher grievances filed, and teachers feel ownership and authority over the career…

A decision-making model is presented that captures the evaluation function of teaching and brings it into focus for teacher use. The model depicts teachers as decision makers in their various roles and identifies planning, implementation, and evaluation as three major functions of teaching. (SLD)

Principals as street-level bureaucrats often bend central-office directives when implementing policies to fit their own values and goals. This article examines principals' use of creative insubordination and their professional beliefs about discretion, perceptions of role conflict, and locus of control. Veteran principals valuing on-the-job…

Includes "Introduction" (Chitty, Lawn); "Curriculum in New Zealand" (Jesson); "Curriculum Knowledge" (Cornbleth); "Promised Land" (Lima, Afonso); "Defining and Re-defining the Teacher in the Swedish Comprehensive School" (Kallos, Nilsson); "What's Happening to Teachers' Work in…

A survey of 288 college and university auditors investigated patterns in their appointment, reporting, and supervisory practices as indicators of independence and objectivity. Results indicate a weakness in the positioning of internal auditing within institutions, possibly compromising auditor independence. Because the auditing function is…

Teachers' ability to act as full professionals is significantly limited by textbook programs in state and local curricula as well as the use of standardized achievement tests. Curriculum reform and upgrading of teacher professionalism go hand in hand. (SK)

Offers parable concerning cobbler who lost control of how he operated within his profession. Notes many teachers also feel they are not in charge, that the curriculum is driven by standardized tests and/or the scope and sequence of the published program adopted by the school system. Expresses encouragement that a growing number of teachers are…

Cognitive coaching, a process allowing teachers to explore the thinking behind their practice, can reveal incompletely developed areas of individuals' cognitive mapping. Cognitive coaching uses a three-phase cycle (preconference, observation, and postconference) to help teachers improve instructional effectiveness by becoming more reflective about…

Curricular reform has had pitiful results. There are actually four curricula. Concentrating on the official and tested curricula, while ignoring the taught and learned curricula, diverts attention from more pressing policy issues such as inequitable funding allocations and persistent achievement gaps between richer and poorer students. The only…

Discusses four major conflict areas in contemporary librarianship: service versus teaching, resource allocation, the extent of professional autonomy, and the allocation of duties and responsibilities between professionals and support staff. Topics addressed include conflict as a normal part of organizational life and creative responses to…