Abstract/Details

Perceptions of teacher empowerment in a Turning Points school: A case study of teachers in a middle school in New England


2007 2007

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Abstract (summary)

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.

Indexing (details)


Subject
School administration;
Secondary education
Classification
0514: School administration
0533: Secondary education
Identifier / keyword
Education; Middle school; New England; Teacher empowerment; Teachers; Turning Points
Title
Perceptions of teacher empowerment in a Turning Points school: A case study of teachers in a middle school in New England
Author
Lim, Molly Mei-Ling
Number of pages
235
Publication year
2007
Degree date
2007
School code
0118
Source
DAI-A 68/07, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780549171577
Advisor
Effrat, Andrew
University/institution
University of Massachusetts Amherst
Department
Education
University location
United States -- Massachusetts
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3275775
ProQuest document ID
304839295
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304839295
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