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Perceptions of teacher empowerment in a Turning Points school: A case study of teachers in a middle school in New England
Abstract
The main focus in this study is on teacher empowerment. This case study, involving interviews with twelve middle school teachers in a New England middle school, looks at teacher empowerment at two levels: micro and macro. At the micro level, teacher empowerment is conceptualized as investing in teachers the right to exercise professional judgment about the content of the curriculum and means of instruction, i.e. the right to make decisions on classroom-related issues on a daily basis. At the macro level, teacher empowerment is conceptualized as investing in teachers the right to participate in the determination of school goals and policies. This study is an attempt to explore how the philosophy and approach a school adopts impacts teacher empowerment. The study seeks to provide administrators and educators some insights into the extent to which teachers in a school that has adopted a progressive educational philosophy and approach feel empowered.
Subject Area
School administration|Secondary education
Recommended Citation
Lim, Molly Mei-Ling, "Perceptions of teacher empowerment in a Turning Points school: A case study of teachers in a middle school in New England" (2007). Doctoral Dissertations Available from Proquest. AAI3275775.
https://scholarworks.umass.edu/dissertations/AAI3275775