ERIC Number: ED360742
Record Type: RIE
Publication Date: 1993-Apr
Tabula Rasa: Case Studies of Teacher Voice.
Roberts, Jo; Dungan, Sherry
Findings of a study that examined teachers' perceptions of and experiences in shared-governance schools are presented in this paper. Data were collected from interviews with over 21 teachers and students in 4 schools that are members of the Georgia-based League of Professional Schools, the impetus of which was the Program for School Improvement, or PSI. Findings indicate that participation in PSI resulted in: improved quality and greater frequency of communication; increased teacher participation and paperwork; no increase in parental and student participation; a clarified and unified school philosophy; an indirect impact on classroom instruction through clarification of instructional issues and promotion of teacher collaboration; improved professional-growth opportunities; and a belief in the shared decision-making process. The following recommendations for implementing shared governance are made: (1) attain some degree of cohesion prior to implementation; (2) build in sufficient preparation time; (3) plan ongoing group development; (4) clarify roles and responsibilities; (5) maintain fair representation and accurate reporting; (6) focus on collaboration across all parties; (7) combine easily resolved and long-range goals; (8) design conflict resolution channels; (9) have realistic expectations; (10) maintain a low profile in active decision making; (11) be willing to surrender power; and (12) realize that shared governance is a process for instructional improvement. (Contains 16 references.) (LMI)
Descriptors: Collegiality, Educational Cooperation, Elementary School Students, Elementary School Teachers, Elementary Secondary Education, Governance, Group Unity, Interprofessional Relationship, Participative Decision Making, Secondary School Students, Secondary School Teachers, Teacher Attitudes, Teacher Influence
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993).