Abstract
Few systematic studies have been conducted to determine how school decentralization works, how authority is allocated, and how school decentralization affects teachers. Over 100 personal interviews with teachers and administrators provide the base for this detailed analysis of teacher empowerment in several highly decentralized school districts. This study examines three questions: how teachers respond to opportunities for more influence, how these opportunities affect their teaching, and how these opportunities affect teachers’ work life and sense of efficacy.
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