Between Teachers' Empowerment and Supervision: A Comparison of School Leaders in the 1990s and the 2000s

Autor/in	Addi-Raccah, Audrey
Titel	Between Teachers' Empowerment and Supervision: A Comparison of School Leaders in the 1990s and the 2000s
Quelle	In: Management in Education, 23 (2009) 4, S.161-167 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-0206
DOI	10.1177/0892020609344018
Schlagwörter	Principals; Administrator Role; Change; Teacher Administrator Relationship; Participative Decision Making; Teacher Empowerment; Administrative Organization; Administrator Responsibility; Comparative Analysis; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Wandel; Ausland
Abstract	Since the 1980s many educational systems have undergone decentralisation. This trend has expanded the role of school principals and redesigned their relationship with teachers. To improve schools, educational reformists expect principals to empower teachers and increase their participation in school governance. Yet the implementation of such a policy is not evident. The present study had two aims: to examine whether, after engaging in decentralisation, educational leaders showed changes in their tendency to share governance with teachers; and to investigate the link between the changes in leaders' role and the tendency to empower teachers. These aims were tested with regard to Israeli school leaders. The periods under review were the early 1990s at the beginning of school decentralisation, and 2005-2006 when school decentralisation became more established and widespread. The major argument of this study was that decentralisation changes that occurred in the school leaders' role, particularly the expansion of their work demands, would affect their relations with teachers. (Contains 3 tables, 1 figure and 5 notes.) (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10