ERIC Number: ED349713
Record Type: RIE
Publication Date: 1992-Apr
Reference Count: N/A
How Teachers Are Engaging Reform in Chicago: Differences among Schools.
Sebring, Penny A.; Camburn, Eric M.
Findings of a study that examined the level of teacher engagement in school reform in Chicago Public Schools and differences in the level of engagement across schools are presented in this paper. The School Reform Act of 1988 transferred much of the policymaking and administrative authority from the central school board to Local School Councils (LSCs). Teachers had little input on shaping the reform and on governance structure. A survey mailed to teachers in 473 elementary schools yielded responses from 12,000 teachers in 401 schools, with an average response rate of 78 percent for each school. Findings indicate a moderate level of teacher engagement in reform and generally positive attitudes toward changes in their schools and the potential for improvement. The level of teacher engagement varied considerably within schools. Teachers were more favorable toward reform in schools characterized by shared decision-making, strong leadership, teacher collegiality, and community support. A recommendation is made to provide a supportive teachers' work environment, especially in the areas of social and human relations, to facilitate their commitment to the goals of reform. Two figures and two tables are included. The appendix provides a glossary of variable terms used in the statistical analysis. (LMI)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Chicago Public Schools IL
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).