http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
Teachers' perceptions about empowerment derived from serving on the Campus Leadership Team after two years of site-based management in the Spring Branch School District
The purpose of this study was to investigate teacher empowerment and its influence on school improvement as perceived by teachers who have served on the Campus Leadership Teams in the Spring Branch School District. Campus Leadership Teams were implemented to engage teachers in the decision making process as part of the district site- based management plan. This plan was initiated prior to Texas Senate Bill 1 and House Bill 2885 which mandated the participation of teachers, parents, business, and community representatives. Beginning with the 1992-1993 school year, parents and community representatives joined educators as members of the leadership team. The research literature in the area of teacher empowerment through site-based management was explored extensively. Attention was given to the history and development of restructuring in the private sector and its subsequent impact on the restructuring movement embraced by educators. A survey instrument consisting of 31 questions was developed and mailed to all 1991-1992 Campus Leadership Team members. Their responses were analyzed according -to the level of school, elementary, middle, or high school, in which the teachers worked and according to their level of educational experience. The overall responses were very positive and indicated that teachers perceived themselves to be actively engaged through site-based management. Respondents did indicate a need for more input and participation in curriculum development, the budget process, and faculty presentations. No statistically significant differences were found when responses were compared by type of school and level of experience. One research question asked about open and closed climates. Two survey questions addressed open and closed climates, and answers to both responses indicated that teachers enjoyed an open climate on their respective campuses. Recommendations for further study include the replication of the study in two years to evaluate the influence of site-based management on student achievement the influence of site-based management on student achievement and the impact of additional staff development in budgeting and curriculum development on the response rate.
"Major subject: Educational Administration".