ERIC Number: ED332334
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: N/A
Administrative Facilitation and Site-Based School Reform Projects.
Goldman, Paul; And Others
Preliminary findings of a study that matched the theoretical concept of facilitative power with the activities of principals and teachers involved in site-based management are presented in this paper. Purposes of the study included: (1) the development of more precise definitions of the concepts of restructuring and site-based management; (2) a description of the actual restructuring processes within schools; (3) and an exploration of changes in the uses of power and how that use of power affects the attitudes and behaviors of teachers and administrators. Methodology involved document analysis of 51 grant proposals submitted by Oregon schools for inclusion in the state's "2020 School Improvement and Professional Development" program for the 1990-91 school year. Interviews were conducted with the principals and at least one site team teacher of 16 of the schools. Findings indicate that lack of a clear definition of "restructuring" did not prevent action. Successful change is possible in situations characterized by a ready staff, supportive principal, shared vision, and minimum of bureaucratic interference. A major factor for success is that reform is real to the people implementing it. Finally, the concept of facilitative power is useful for describing change strategies based on voluntary independent activities. A copy of the questionnaire is included in the appendix. (42 references) (LMI)
Descriptors: Administrative Organization, Administrator Role, Elementary Secondary Education, Leadership Qualities, Organizational Effectiveness, Participative Decision Making, Power Structure, Principals, School Based Management, School Restructuring, Teacher Administrator Relationship, Teacher Influence, Teacher Participation
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).