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ERIC Number: ED327496
Record Type: RIE
Publication Date: 1990-Nov
Pages: 66
Abstractor: N/A
Reference Count: N/A
Teacher Empowerment: The Discourse, Meanings and Social Actions of Teachers.
Melenyzer, Beverly J.
This study investigated two questions concerning the empowerment of teachers: (1) What meanings do teachers associate with the social practices and social knowledge that inform the social actions of teacher empowerment? and (2) What kinds of events seem to account for, or explicate, the accomplishment of teacher empowerment? Participants in the 1-year demographic study were 40 teachers in a middle school. Evidence from teacher narratives and participant observations revealed the following teacher definition of teacher empowerment: "Teacher empowerment is the opportunity and confidence to act upon one's ideas and to influence the way one performs in one's profession. True empowerment leads to increased professionalism as teachers assume responsibility for and involvement in the decision-making process." Three principal findings emerged: (1) the organizational culture as reflected in the cultural norms promoted and sustained teacher empowerment; (2) the social practices and social knowledge of empowered teachers promoted and sustained teacher empowerment; and (3) enpowering leadership, as transformative leadership, promoted and sustained teacher empowerment. Teacher's meanings and social actions were found to be most consistent with those situated in the discourses of teachers' associations, the conservative and liberal education theorists, and authors of organizational transformative leadership. (JD)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Teacher Empowerment
Note: Paper presented at the Annual Conference of the National Council of States on Inservice Education (15th, Orlando, FL, November 16-20, 1990).