Critical perspectives on teacher empowerment

Sprague, Jo

doi:10.1080/03634529209378879

Cited by 36 publications

(24 citation statements)

References 60 publications

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“…Our data tend to confirm this point. Nevertheless, one can raise the question as to whether empowerment that results largely from the actions of principals (an external source) could lead to an "unhealthy dependency" for teachers over the long term (Sprague, 1992). As noted, this seemed to occur for a small portion of the teachers we studied.…”

Section: Principal Leadership and Teacher Empowermentmentioning

confidence: 95%

Facilitative school leadership and teacher empowerment: Teacher's perspectives

Blasé

Blase

1996

Social Psychology of Education

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Section: Principal Leadership and Teacher Empowermentmentioning

confidence: 95%

Facilitative school leadership and teacher empowerment: Teacher's perspectives

Blasé

Blase

1996

Social Psychology of Education

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“…Les chercheurs ont défini le concept de "disempowerment" comme le sentiment construit par l'enseignant de son incompétence à atteindre les buts pédagogiques qu'il se fixe ou que l'institution lui fixe (Bolin, 1989 ;Sprague, 1992 ;Talbert, 2003). Le sentiment de son incapacité à agir efficacement (Talbert, 2003) produit alors un sentiment de marginalisation de l'enseignant par rapport à ses horizons d'attente et parfois par rapport à ses pairs.…”

Section: De La Difficulté Professionnelle Au Décrochage Enseignantunclassified

L’enseignant face à la difficulté de la classe : Capacité à agir et décrochage enseignant.

Alava¹

2016

questionsvives

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“…Failure to create such a safe environment teachers may be reluctant to make changes or test new ideas and the inverse may occur where the administration does not offer express approval to teacher's ideas. Although Sprague (1992) thinks such resistances attract opinions from a number of teachers which is better than acting passively. He suggested that institutional resistance could be the starting point which should not be judged negatively but be assessed if it will contribute to educational betterment and teachers' professional development.…”

Section: What Strategies Should School Management and Individuals Do mentioning

confidence: 99%

“…This is an important strategy leading to increased shared leadership in the present corporate world. Teachers to be allowed to develop collegiality and in collaboration share experiences in an effort to solve educational problems (Sprague, 1992;Reep & Grier, 1992) such as in curriculum planning, execution and evaluation, allow interaction and linkage which is critical for empowering teachers (Hallinger & Richardson, 1988;Irwin, 1996). Develop a program where teachers are prepared and upgraded in other areas such as timetabling, examinations, director of studies a process where future leaders are developed and empowered with skills to take up the task whenever called upon.…”

Section: What Strategies Should School Management and Individuals Do mentioning

confidence: 99%

Teacher Empowerment in Education Practice: Strategies, Constraints and Suggestions

C¹,

H.N²,

M³

2014

IOSR-JRME

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Education is a gradual process through which individuals acquire general knowledge; skills and information from the teachers that would enable them develop powers of reasoning and judgment in their everyday experiences. It is integral to preparation for and legitimization of particular forms of social life that is closely linked to individual responsibility and economic wellbeing. It contributes to realization of a variety of different human capacities, encourages development of competencies, capabilities and expands meaning of what is to be human. In this case education should be an empowering process that will enable one to attain a rightful status to claim economic, social and political and cultural spheres as well as being able to fully participate in the community. However, for this to be realized the role of the teacher cannot be overlooked as she/he is the main contributor to student learning making their outcome to be widely recognized. The teacher effectiveness has a lot of impact on the student learning. For one to be able to meaningfully transmit knowledge, skills and right attitude continuous learning, relearning and unlearning is necessary. In the present time, myriad changes calls for any individual to adapt and adopt to changing needs and circumstances in the society making an education process an important cycle where knowledge and skills and right attitudes are transmitted especially in this 21 st century. Among many other issues globalization has attracted and brought about ever changing dynamics in the modern world which have posed challenges in all fields including the emergence of technological innovations such as information technology that has made our world economy to be interconnected in a small global village. The experience has either opened up the world to favorable international relations or posed a challenge that has called for the need for constant continued updates of knowledge. Notwithstanding the demands of the present employers either in business world, government institutions, community or non-governmental organizations who demand the formation of a new type of professionals, ones who are capable of dealing with the unexpected and the complex situations. Not ignoring is the changing demographic fabric of our communities which has brought us into daily contact with people from around the globe via IT systems such as e-mails, fax, social media among others either in business connections and academia among others. The questions that are likely to be posed are: Are our educators empowered with the right knowledge, skills and attitudes to either facilitate or contribute to this reality? Are our administrators and teachers adequately prepared with updated knowledge, skills and positive attitude? Do schools have adequate instructional resources to making learning manageable? Are there organized frequent professional development courses that empower the teachers with new knowledge and skills to face these tasks? The answers of the above depend on whether educators are constantly empow...

show abstract

Critical perspectives on teacher empowerment

Cited by 36 publications

References 60 publications

Facilitative school leadership and teacher empowerment: Teacher's perspectives

Facilitative school leadership and teacher empowerment: Teacher's perspectives

L’enseignant face à la difficulté de la classe : Capacité à agir et décrochage enseignant.

Teacher Empowerment in Education Practice: Strategies, Constraints and Suggestions

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