Shared decision-making equals empowerment : portraits of teacher-leaders in a high school setting

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Richard Wilcher Scroggs (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Dale L. Brubaker

Abstract: The purpose of this study was to reveal a consciousness of empowerment of three teacher-leaders who participated in the life of their school beyond their own classroom walls. The basic assumption of the study was that teacher participation in school leadership is healthy and that ownership and loyalty result as strong by-products of the process of shared decision-making. Through a qualitative methodology of portraiture, three teacher-leaders in a public high school provided multiple sources of data used to portray teacher-leaders singularly and, in aggregate, to outline a larger consciousness of empowerment. As individuals, teacher-leaders were aware of their empowerment through participation in the school’s shared decision-making structures. Their involvement, and often-times success, stemming from these groups was affirmed by student, peer, and principal recognition. Seven conclusions were drawn that served to qualify the assumption that school leadership is enhanced by encouraging the involvement and influence of classroom teachers. For the study’s participants, these conclusions reflected a collective consciousness of empowerment.

Additional Information

Language: English
Date: 1989
Decision making
High school teachers $x Attitudes

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