教師權能的描繪與分析：一所國民小學及其學校教師會的經驗
| Autor: | Ju-Ching Hsu, 許如菁 |
|---|---|
| Rok vydání: | 2001 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 89 The main purpose of this study was to explore the meaning and the practice of teacher empowerment. I described the experiences of one school and its School Teachers Association (STA) in their struggle for new ways of decision- making and power structure and discussed its implications for teacher empowerment. This research is conducted through qualitative inquiry. Case study was used to collect data for answering the research questions. A total of thirteen school teachers and administrators were interviewed. I also observed the daily life and important events (meetings, etc) of the school that was selected. Documents that can help me understand the history of the school as well as the dynamics among school teachers, STA, and school administrators were also collected for analysis. The results of this thesis are as following: 1.The teachers in the selected school have rather strong intrinsic power. However, teachers have limited extrinsic power mainly due to the resistance from school administrators. 2.Styles of school leadership and teacher’s cognition are important for teacher empowerment and the successful management of STA in the selected school. 3.Sense of teacher empowerment evolved as STA of the selected school emerged and developed. 4.STA is functional in that it helps teachers to expand their participation in the events that are related to their professional work, protect the interests of teachers, and win respects from school administrators. However, STA needs to focus more on teachers’ professional development. 5.Empowering teacher through STA is possible. The cognition of school administrators and principal leadership are key to make it happen. 6.Promoting the sense of teacher empowerment is important, but complicated. Teachers’ professional identity and their cognition towards their work, principle leadership, and the operation of STA could affect teachers’ sense of empowerment. Based on the research findings, I offer suggestions for STA, school administrators, school teachers, and future researchers. School administrators and principals need to change their traditional concepts of power. Teachers are the shareholders of school. They should be involved in the decision-making of school. If school administrators could change their way when interacting with teachers and running school, promoting the sense of teacher empowerment would be possible with or without STA. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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