Provides an overview of empowerment philosophies and practices in business and educational settings. Role changes for empowerment are discussed, and resistance factors regarding empowerment are described for each setting. (four references) (LRW)

Survey of 91 Washington school districts found 153 teachers were placed on probation during 1984-87; of these, 40% were first-year teachers, 69% dismissed, retired, or resigned. Evaluated behaviors that proved hardest for teachers to remedy were handling of student discipline, classroom management. Deficiency in one of eight areas could lead to…

Both the community and the teaching profession are claiming ownership of the problem of the impact of a teacher's private life on his employment status. An analysis uses a construct developed by Joseph R. Gusfield with components of ownership, causation, and political responsibility. (44 references) (MLF)

Questions some new orthodoxies of British elementary education: fitness for purpose, planning based on subject order requirements, and differentiation (learning described by hierarchical levels). Teachers cannot implement National Curriculum goals without substantive professional development and deeper subject area knowledge. A fruitful change…

Addresses the problem of bureaucratic control over what is taught and how in the classroom. Suggests that only by allowing classroom teachers to be part of curriculum decisions will public schools promote the growth of academic freedom and creative thinking. Argues that quality teaching is more important than political safety or obedient teachers.…

Explores how principals maintain control when faced with demands for both teacher autonomy and increased environmental involvement. Interviews with 22 Israeli teachers and principals revealed four administrative control mechanisms: direct control and indirect control (via elementary teachers' teamwork), and manipulation of secondary teachers'…

Surveyed teachers in traditional public and charter schools in Colorado and Michigan to examine differences in their perceptions of empowerment (specifically, decision making and autonomy). Results found no significant differences between the groups in perceptions of autonomy. Teachers in traditional schools believed they had more opportunities to…

Questions commonly held views on the necessity for leaders, particularly in education. Claims that educators do not need or want much leadership and that a hierarchy among professionals is neither necessary nor natural. Suggests that people coordinating certain functions to ensure that teaching and learning can take place need not be formal…

A case study demonstrates how urban school board members resolved a community crisis precipitated by the board's critical evaluation of the superintendent. Issues are analyzed through symbolic, political, human resources, and structural frameworks. The importance of establishing evaluation procedures when the superintendent is first hired is…

Examines empowerment issues involved in pursuing shared administrator/teacher professionalism. Arguing that all educators have role expectations grounded in moral ideals and commitments external to their current and historic roles, substantiates the call for greater teacher autonomy and empowerment, while establishing the need for and authority of…

Contends that teachers are routinely given a mandate to train that requires following administrative dictates without question, constraining independent thought and action. Proposes that teachers be given instead a charter to educate, in which they are encouraged and expected to challenge normative practices and policies. (Author/SK)

Describes the advantages of charter schools, which are started by individuals or groups in the community and can set their own educational agendas and goals. More states are passing or expanding charter school laws every year. Benefits include autonomy, site-based management, increased parental involvement, and increased teacher control.…

Analyzed the impact of autonomy and collegiality on elementary teachers' professional development. Data from interviews, questionnaires, document analyses, and observations indicated that autonomy and collegiality appeared in various forms in relationships among the teachers, with certain forms of autonomy and collegiality, and certain…

Reflects on teachers' diverse decision-making systems. Matching teachers' beliefs, or frameworks, to the programs they are asked to use is crucial to success and sustainability. Incompatible programs and curricula that are forced on teachers will not succeed. Examples of "teacher-proof" programs illustrate this viewpoint. (CDS)

Surveyed administrators of branch campuses, in part, on the characteristics of faculty. Respondents were asked about full- to part-time faculty ratios, hiring practices, governance, tenure, resources, and faculty attitudes regarding working conditions. Findings included a much higher percentage of part-time faculty at branch campuses, and that…