ERIC Number: ED196144
Record Type: RIE
Publication Date: 1980-Nov-11
The Principal, Teacher Autonomy and the School Community Relationship.
Licata, Joseph W.
Citizen involvement in the education process and teachers' perceptions of such involvement as threatening to their professional autonomy are examined in this report. The principal has the potential to be a moderating variable in this relationship. Community involvement and participation may be viewed in the context of a continuum ranging from informational exchange between school and community to actual citizen participation in policy-making and implementation. However, as citizen participation increases, the potential threat to teacher autonomy norms increases accordingly. If a principal wished to eliminate the norm of teacher autonomy, a functional equivalent would need to provide teachers with the same security previously derived from this norm. Two hypotheses are suggested. First, principals who support teacher discretion tend to reduce teacher autonomy defenses. Second, as defensive aspects of the teacher autonomy norm decrease, teacher receptivity to community involvement and participation increases. A model describing four types of schools is offered: (1) healthy, supporting both teacher autonomy and community input; (2) defensive, supporting high teacher autonomy but low community input; (3) anemic, supporting neither teacher autonomy nor input from the community; and (4) paradoxical, supporting high community input but low teacher autonomy. (Author/JK)
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: N/A