Author:
Dee Jay R.,Henkin Alan B.,Duemer Lee
Abstract
Empowered teachers participate in critical decisions that directly affect teaching and learning. Empowering work environments may enhance professionalism, facilitate teacher leadership, improve the quality of work life, and enable effective implementation of school reform. Process‐based views of empowerment suggest associations between school organizational structures and teacher empowerment, while psychological perspectives on empowerment suggest potential relationships between the phenomenon and cognitive and affective outcomes. Empowerment is considered in terms of teams and teamwork in schools, and relationships between empowerment and commitment to the school are examined.
Subject
Public Administration,Education
Reference74 articles.
1. Ashforth, B. (1989), “The organizationally induced helplessness syndrome: a preliminary model”, Organizational Behavior and Human Decision Processes, Vol. 43, pp. 207–42.
2. Beck, L. and Murphy, J. (1998), “Site‐based management and school success: untangling the variables”, School Effectiveness and School Improvement, Vol. 9 No. 4, pp. 358–85.
3. Belasco, J. and Strayer, R. (1994), “Why empowerment doesn't empower: the bankruptcy of current paradigms”, Business Horizons, Vol. 37 No. 2, pp. 29–42.
4. Blase, J. and Blase, J.R. (2001), Empowering Teachers: What Successful Principals Do, 2nd ed., Corwin Press, Thousand Oaks, CA.
5. Blau, J. and Alba, R. (1982), “Empowering nets of participation”, Administrative Science Quarterly, Vol. 27, pp. 363–79.
Cited by
51 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献