Teacher Empowerment,Consultation, and the Creation of New Programs in Schools |
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| Abstract: | In this article, I discuss implications of empowerment theory, as developed by community psychologists, for consultants involved in the development of new programs in schools. I consider the nature of empowerment, including the distinction between psychological and political empowerment. Factors in the planning process and the organizational environment that influence empowerment are specified, including clear and meaningful roles, self-efficacy, self-determination, impact, political and socio-emotional support, access to strategic information and resources, inspiring and shared leadership, and a strengths-based work culture. I present data from a study of teachers showing how these factors contribute to greater openness to change, and I summarize two other studies that highlight dilemmas encountered in pursuing empowerment. I conclude with action guidelines for consultants who wish to increase teacher support for new programs. |
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