A Case Study of Empowering Principal Behavior

Facilitative school leadership and teacher empowerment: Teacher's perspectives

“…The powerful effects of hierarchical authority and organizational socialization cannot be expected to simply disappear with the advent of restructuring programs (even those that are properly conceived and implemented). Indeed, the findings of a host of studies underscore the key role of principal facilitative leadership in successful school restructuring (Blase et al, 1995;Bredeson, 1989;Etheridge & Hall, 1995;Kasten et al, 1989;Prestine, 1994;Reitzug, 1994).…”

“…High energy, positive attitude, enthusiasm, ability to accept criticism, greater innovation, and greater motivation were listed as facets of teacher empowerment affected by principals' behaviors. Reitzug (1994) described and conceptualized three categories of principal behavior-support, facilitation, and possibility -that contributed to teacher empowerment. However, effects on empowerment were only briefly alluded to in terms of greater classroom freedom, collective sense of ownership, more discussion, and critique of practice.…”

Empowerment amongst teachers holding leadership positions

“…Active teachers, confident of their strengths, will also function beyond the areas of their defined role, will initiate, invent and contribute to the success of the school in which they work and to their personal success (Enderlin-Lampe, 2002;Irwin, 1996). Education towards empowerment means revealing new possibilities, training in risk-taking, acquiring tools for gaining a position in the decision-making process, acquiring knowledge in a critical manner outside the immediate personal experience, and gaining the ability to imagine different scenarios of the future (Reitzug, 1994). Empowering leadership leads to developing people through empowerment processes and delegation of power (Kuhnert, 1994;Masi & Cooke, 2000).…”

“…Empowerment can lead to meaningful results for individuals and their environment, and even empower others (Sandy, 2010;Short & Rinehart, 1992). Empowerment is connected to the process of revealing the unknown and acknowledging it, while creating new connections (Pearson & Moomaw, 2005;Reitzug, 1994;Steinem, 1992). Empowerment in an organizational context is defined as a process in which people in the organization become aware of the dynamics of power at the work place.…”

Teacher Leadership: In What Ways? For What Purpose?

“…Specifically, what warrant do leaders have for assuming that their dreams or vision are somehow better than the dreams or visions of other organizational members? (Angus, 1989;Reitzug, 1994).…”