Research on university marketing structures suggests environments without unique market segments result in circular, multi-layered structures; marketing autonomy is directly related to resource control; communication and cooperation among organizational layers is inversely related to resource control; number of autonomous organizational layers is…

Recognizing the many outside pressures early childhood teachers face from parents, students, administrators, and policymakers, this article contends that early childhood teacher preparation must encourage and support leadership by promoting autonomy for teachers. The article asserts that teacher educators must consider developmentally appropriate…

This article offers a rationale for requirement of the master's degree for teachers and suggestions for how such a policy could be implemented. It is suggested that, by the turn of the century, master's degree requirements will be inevitable because of societal expectations. (IAH)

A case study is presented of educators' relations with the state in England during a period of policy reforms and cuts in education. Teachers' perceptions are examined in terms of two structural imperatives--accumulation and reproduction--of the capitalist economy at the national and world system level. (JD)

The gradual shift to state control of schools has spawned unintentional results, including a negative impact on teacher autonomy and professionalism. Although states' major role should be establishing a core curriculum, local flexibility is essential for adapting school policies to varied needs and utilizing staff abilities. Local school boards…

This study examined whether selected organizational factors in educational organizations are related to administrators' (N=140) confidence in teachers, beliefs about teachers' work autonomy, and status deference. The logic of confidence concept, a belief that educators are performing appropriately, is discussed and defined operationally in one of…

Presents a brief history of teacher education in Great Britain and ways that academic study and practical experience evolved into reflective teaching. Notes that the relective model rests on the basic assumption that teachers have autonomy in their decision making. Claims the Education Reform Act of 1988 is an attack on professional autonomy. (NL)

Argues that, in order to improve education, teachers must be granted greater authority. Reviews the factors that contribute to teacher authority character, moral integrity, membership in a true profession, and salary. Suggests that a strong professional association could contribute to teacher autonomy. (NL)

Whereas schools are organized around stability, uniformity, tradition, and ceremony, business operates on a more Darwinian "adapt or perish" ethic. Although business and public education have different goals, educators should look to successful companies for clues to size, assessment, leadership, and accountability. Includes nine references. (MLH)

Defines school-based management (SBM) as a program adopted by schools or school districts to improve education by increasing school staff autonomy in making building-level decisions. Analyzes SBM's key objectives, benefits, and limitations. Budget, curriculum, and staffing decisions are commonly decentralized under SBM. Staff communication is…

Takes a critical look at who has the legitimate right to engage in supervision and for what valued social purpose, contending that those who are closest to the work are best qualified to form judgments about its quality and worth. Proposes an "educative" model of collaborative supervision to encourage self-awareness and self-determination among…

A school-based evaluation/supervision/development (S-BESD) model of teacher evaluation is presented. This model will provide a reasonable balance between teacher autonomy and system control. The model provides 5 growth alternatives and 10 growth support elements to meet teacher needs, reduce isolation, promote reflection, and improve performance.…

Begun in 1977, British efforts toward school improvement through monitoring and accountability have failed, partly because of the failure of school self-evaluation and teacher resistance to monitoring and concern about professional autonomy. However, inspectors, researchers, and teachers have increased our understanding of school effectiveness.…

An upstate New York school district's collaboratively designed teacher-evaluation system reflects years of instructional improvement programs and many rounds of contract negotiations. In other districts, collegial efforts to redesign teacher-evaluation systems signal administrators' changing attitudes. Principals see themselves as mentors,…

Administrators can improve school climate and student achievement by understanding and improving their own role in shaping the learning environment. A survey of 32 urban secondary school teachers found that principals shape climate by supporting teachers and recognizing their achievements, mediating between teachers and "problem" parents…