Models of shared leadership: Evolving structures and relationships |
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| Authors: | Philip Hallinger Don Richardson |
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| Institution: | (1) Department of Educational Leadership, George Peabody College for Teachers, Vanderbilt University, 37203 Nashville, TN;(2) Westchester (N.Y.) Principals' Center, USA |
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| Abstract: | This article explores potential changes in the power relationships among teachers and principals under four emerging forms of structured teacher involvement in schoolwide decision making: Instructional Leadership Teams, Principals' Advisory Councils, School Improvement Teams, and Lead Teacher Committees. Each organizational model is described in terms of its purpose, its operation, the role of teachers and the principal, and its potential impact on teacher leadership and empowerment. A conceptual framework that views organizational power in terms of access to resources and the ability to obtain cooperation from other actors (Kanter, 1979) is utilized to gauge potential changes in the power of principal and teacher roles under each of these emerging models. The conceptual analysis suggests that models seeking to empower teachers and improve student learning must provide for increased interaction among teachers in curricular and instructional decision making.Presented at the annual meeting of the American Educational Research Association, New Orleans, April 1988. |
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