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ERIC Number: ED346045
Record Type: RIE
Publication Date: 1992-Apr
Pages: 40
Abstractor: N/A
Reference Count: N/A
Political Basis of Teacher Response to Opportunities for Involvement in School Site Policy and Curriculum Decisions.
Reed, Carol J.
This paper reports preliminary findings from a research project in progress which is based on a comparative case study of four elementary schools involved in site-based decision making legitimized by labor/management agreements. The study examines several issues: (1) how teachers exercise power in response to opportunities for affecting school-wide policy and curriculum decisions made at the school site; (2) what formal and informal power tactics teachers use; and (3) how the impact of gender and teachers' sense of efficacy influence teachers' exercise of power in response to opportunities for affecting school-wide curriculum and policy decisions made at the school site. Preliminary insights suggest: teachers wield power in a manner intended to maintain a working environment in which they feel most efficacious; some teachers find greater efficacy in individual authority than they do in group capacity; and informal power tactics are used to maintain the preferred working environment. The preliminary findings also suggest that if initiatives designed to give teachers the opportunity to participate in school-wide policy and curriculum decisions are to succeed, teacher preparation programs and the administration of school systems must reorganize to support the development of group capacity. (IAH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Teacher Power
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).