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Mosoge, Madimetsa Joseph. "Teacher participation in school management / Madimetsa Joseph Mosoge." Thesis, Potchefstroom University for Christian Higher Education, 1996. http://hdl.handle.net/10394/6505.
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The purpose of this research was to investigate the nature, extent and forms of teacher participation in school management. The key concept of participation was defined In terms of concepts commonly used in the literature and explored from a variety of standpoints based mainly on the tenets of democratic theory. Characteristics, extent, format and outcomes of participation were stipulated as were factors influencing participation. A pragmatic approach was adopted to explain the key concept of school management indicating management tasks, processes and structures employed to effect teacher participation.
The empirical research utilised a Questionnaire administered on a sample of 19 principals and 209 teachers attached to 40 secondary schools. The research instrument focused on the respective opinions of principals and teachers concerning actual and desired participation of teachers, structures and processes employed to enhance teacher participation and effects of participation on the school and its members. Statistical techniques used in the empirical study included measures of frequency, computation of means and standard deviations and the application of t•tests.
A major finding emanating from the research was that while principals and teachers differed in their perceptions on what is and ought to be the extent of teacher participation both agreed that teachers were deprived of participation in all management activities especially with regard to planning activities.
A model, based on a developmental Change strategy, was proposed to guide implementation of teacher participation The bottom line recommendation was that in terms of participation, school management should be a proactive, synergistic and empathic teamwork between principals and teachers.Proefskrif (PhD (Onderwysbestuur))--PU vir CHO, 1996.
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Dalton, Don Fredrick. "Middle school teacher involvement in site-based decision making /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Wong, Ming-hau Anthony, and 黃明孝. "Collaborative management in school discipline in some secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957547.
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Wong, Wai-yiu Simon, and 黃偉耀. "Does SMI make a difference?: a study on teacher's participation in school management." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B3195909X.
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Wong, Wai-yiu Simon. "Does SMI make a difference? : a study on teacher's participation in school management /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596798.
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Karant, Vicki Inez. "Differentiated staffing, shared decision making and the role of administrators : three portraits of participation /." Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10901838.
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Lee, Chee-too. "Teachers participation in decision making : a case study of a local private secondary school /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2118365X.
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Dopf, Evan R. "Perceptions of teacher empowerment in New Jersey : principals and building representatives /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1090959x.
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Shi, Fung-ling. "How middle managers become active in school-based management a case study in a local secondary school /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23500748.
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Chung, Wah-on Arnold. "An investigation into the responses of staff members at different levels towards the changes in an SMI school : a case study /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596324.
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Yip, Wai-hung, and 葉偉雄. "Factors affecting willingness of heads of departments to participate in decision making in secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957602.
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Wiley, Janice Holifield. "A study of teacher empowerment and organizational commitment in Texas accelerated schools /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Grosch, Malinda Ann. "School-based management : how a superintendent balanced shared decision-making and ultimate responsibility for student outcomes /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Hartnell-Young, Elizabeth. "Towards knowledge building : reflecting on teachers' roles and professional learning in communities of practice /." Connect to thesis, 2003. http://eprints.unimelb.edu.au/archive/00000921.
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Hui, Yiu-chi. "Participative decision making and its relation to school effectiveness perceptions of vice principals in aided secondary schools of Hong Kong /." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/hkuto/record/B31956063.
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Wong, Chung-kee Steve. "An investigation of the administrative duties of a sample of senior teachers in Hong Kong secondary schools : the implications for the construction of an in-service training programme in school administration /." Hong Kong : University of Hong Kong, 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18493907.
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Miller, Margaret D. "The impact of the Principals' Academy on teachers' perception of their empowerment in group decision making in West Virginia faculty senates." Morgantown, W. Va. : [West Virginia University Libraries], 1998. http://etd.wvu.edu/templates/showETD.cfm?recnum=177.
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Thesis (Ed. D.)--West Virginia University, 1998.Title from document title page. Document formatted into pages; contains viii, 110 p. Includes abstract. Includes bibliographical references (p. 83-98).
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Muronga, Michael Muduva. "The participation of teachers in the management and decision-making of three schools in the Kavango region of Namibia: a case study." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003571.
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The purpose of the research was to investigate stakeholders’ perceptions and experiences of teachers’ participation in school management and decision-making. Teachers’ involvement is a contested issue in schools. The goal was to find out to what extent and in what way teachers participate in school issues, as well as gain insight and understanding on the effects of participation of teachers in schools and how principals enhance democratic practice for quality education. The research was a case study conducted within the interpretive qualitative paradigm. I used document analysis, semi-structured interviews and observation to collect data for validity purposes and to counter subjectivity. The findings revealed at least a significant progress in terms of the Education Act, no 16 of 2001 requirement, of teachers’ participation in management and decision-making in schools, which has been an issue in the past. The study revealed that decisions are taken after consultation through consensus. The study revealed that the participation approach promotes ownership and commitment of staff to higher performance and common goals. The findings emerged that participative management has advantages for achieving higher performance through collaboration, consultation, and broader participation. The foremost findings include school principals’ roles in enhancing a collegial management approach by delegating, sharing leadership and responsibilities, and establishing organisation structures and committees involving teachers. Meetings serve as a platform for communication and sharing of information with stakeholders. However, there were also signs of tensions amid school management teams (SMTs) and teachers on participation in school matters in all aspects. Furthermore, its time-consuming nature, authoritarianism and accountability emerged as major challenges affecting the implementation of the participative approach. In addition to that, the study revealed that lack of knowledge and skills, unwillingness to involve others and to participate affects the implementation of the theory. As a result, the study recommends to the policies makers and the Ministry of Education to organize training for all stakeholders on participative management to empower them. Moreover, the study recommends to regional managers, inspectors, and advisory teachers (AT) to provide information to institutions responsible for teacher training to accommodate the theory into their curriculum. School principals should undergo training programmes or in-service training for participative leadership purposes to enhance their leadership capacity and to carry out their responsibilities effectively.
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Pae, Holly A. "Effects of faculty senate's site-based management practice on restructuring schools to facilitate inclusion." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=538.
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Thesis (Ed. D.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains xi, 250 p. Vita. Includes abstract. Includes bibliographical references (p. 205-221).
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Lee, Chee-too, and 李紫桃. "Teachers participation in decision making: a case study of a local private secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961046.
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Cage, Cheryl E. Morreau Lanny E. Lian Ming-Gon John. "Effects of a parent involvement program on parental participation in school activities." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633387.
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Thesis (Ed. D.)--Illinois State University, 1995.Title from title page screen, viewed May 9, 2006. Dissertation Committee: Lanny Edward Morreau, Ming-Gon John Lian (co-chairs), Gregory F. Aloia, Kenneth Strand, Robert Wazienski. Includes bibliographical references (leaves 96-108) and abstract. Also available in print.
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Bertrand, Sheila Ellen. "A descriptive study of the nature of shared decision making in terms of context and outcomes in selected elementary schools in a large suburban Virginia public school system." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-171526/.
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Mulford, David John. "The secondary head of department : professional development requirements, expectations and directions /." Canberra, 2007. http://erl.canberra.edu.au/public/adt-AUC20081201.154838/index.html.
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Ho, Kwok-cheung Joseph, and 何國漳. "The expectations of teachers and principals concerning teachers' participation in school administration in a sample of Salesian schoolsin Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B3862719X.
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Majola, Joyce Themba. "The role of the school management in the promotion of parental involvement in township schools in George." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/680.
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The law relating to, and having an impact on, parental involvement has increased in quantity and complexity in the last couple of decades. It is therefore overwhelming to find out that parents are still taking a back seat as far as parental involvement is concerned in schools. Parents and educators have to work together towards one common goal, to assist learners in their journey through adulthood. The focus of the research was the role of the school management team in promoting parental involvement in the education of their children; how the school’s climate can be changed and be made accessible to parents. Educators must be taught how to invite and involve parents in the school’s activities. Parents have to be empowered as effective participants in school activities. Parents and educators should work together in solving their own problems and to overcome numerous challenges in their schools. Parents and educators have to develop trust and be able to remove the obstacles, various elements and factors that prevent them from working together to develop the schools as powerful working organisations. Parents and educators have to collaborate in building their educational objectives. The research attempted to determine all the possible causes of the non-involvement of parents in the education of their children. The researcher also believed that if the problem of non-involvement of parents can be solved, the learner’s academic achievements can improve drastically. The findings and recommendations indicate that parental involvement remains a crucial point in all the efforts to enhance school effectiveness. The researcher in the study also investigated the assumption that parents from the townships do not take part in their children’s activities because they don’t care.
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Latsha, Xolisa Noluvo. "An investigation of teacher participation in decision -making, curriculum and management issues: a case study of four secondary schools in the Fort Beaufort District, Eastern Cape Province." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/1851.
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The birth of democracy in 1994 in South Africa moved away from the authoritarian leadership style of the Apartheid era to a democratic style where accountability , democracy, transformational and distributed leadership style was encouraged at school. Leadership was not deemed to be the duty of the principal alone but leadership is shared among all the stakeholders at school. The above assertion prompted the researcher to engage in this study whose purpose was to investigate the extent of teacher participation in decision making in curriculum and management issues at schools. The study sought to assess:(i)To identify the categories of teachers who participated in decision making at school level (ii) To find out the areas in which teachers are involved in decision making at school (iii) To identify the strategies used by principals/ school management in involving the teachers in decision making (iv) To find out the views of principals and teachers regarding their involvement regarding their participation in decision making in curriculum and management issues. To achieve these objectives the researcher opted for the qualitative approach which is embedded in the interpretivist paradigm. The qualitative approach typically studies people by interacting and observing the participants in their natural setting and focusing on their meanings and interpretations. This methodology was relevant because it produced the desired results and gathered information directly from the respondents through interviews, observation, and document analysis. This methodology assisted the researcher to find out the extent of teacher participation in decision making. The data revealed that all teachers are expected to be involved in decision making but that depends on the nature of the issue. The study revealed that all teachers were involved in decisions concerning disciplinary, curriculum, sport as major school activities but some teachers were not involved in financial matters. The data also found out that male teachers feel that there is imbalance of contribution in staff meetings since female teachers are more than male teachers. Furthermore , the study showed that school principals used various strategies to involve teachers in decision making such as consultation on individual basis, group or at committee level. The study also revealed that the principals and teachers felt that when they work together as the school community all organizational goals and objectives will be achieved and owned by all teachers. Teachers also viewed non involvement as what resulted in the negative impact of the activities including high teacher absenteeism and demotivation.
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Copeland, Saundra Sellars Jr. "Validation of the Satisfaction with Participation in Decision Making Questionnaire." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/40500.
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There has been limited research regarding teachers' opinions about their involvement in school decision making. A critical step missing in the research is the development of instruments to assess teachers' perceptions of their actual and desired levels of involvement. With the wide spread use of site-based management, shared decision making, participatory management and teacher empowerment, it is important to study teachers' involvement.
The purpose of this study was to design an instrument to measure teachers' satisfaction with their involvement in school decision making. A review of the literature was used to identify issues to be considered for instrument development. Four domains were formulated for the Satisfaction with Participation in Decision Making Questionnaire (SPDMQ): (1) Involvement in the Operation of the School; (2) Involvement in Establishing Curriculum and Instructional Techniques; (3) Teacher Development, Evaluation, and Work Allocation, and (4) Involvement in Establishing Student Teacher Relationships. There are five questions included in each domain, for a total of 20 questions. Each question measures a desired level of involvement and a perceived actual level of involvement in school decision making. To measure content and construct validity, a total of three draft instruments were administered to doctoral students, school administrators, teachers, and other educators.
The population selected to validate the instrument consisted of all teachers in five elementary schools from two different school districts in the Hampton Roads area. Two schools were selected from a district that currently implements site-based management programs, and three schools were selected from a district that implements little or no site- based management. A total of 168 teachers completed the SPDMQ.
The treatment of data included several statistical routines including chi-square, Cronbach's alpha, t-tests, and correlations. The results of administration of the SPDMQ indicated that teachers in site-based schools reported more involvement in decision making but were not significantly more satisfied with their involvement.
This instrument may be used by principals as a needs assessment to determine how much and in what areas teachers want to be involved in school decision making.Ed. D.
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LaPlante, Anne L. "The effects of the Natrona County School District participative governance model and interest based agreement process on stakeholder perceptions and implementation of district-level decisions." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=1095429281&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Botha, Marius Johan. "Die rol van die bestuurspan van 'n skool in die vestiging van 'n gesonde leerkultuur." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/49760.
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Thesis (MEd)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: The primary goal of this study is to provide a functional description of the function and the role of management teams, in the promotion of a culture of learning, at High School level. Teachers, management teams, but also parents have an important role to play in creating a culture of learning. Thus, the parents can make a valuable contribution to the development of a learning culture and ultimately enhance lifelong learning and education. Presently, schools are in the process of developing a culture of learning, unfortunately the majority of schools are still attempting to recover from the negative effects of apartheid. In order to develop such a culture of learning, aspects such as discipline, commitment and self-discipline must be addressed. We have to strive towards educating learners to accept authority and discipline, as well as learners that will be committed and motivated. One has to remember that a culture of learning starts at home. Since culture is a dynamic entity, it has an influence on the culture of organisation and management. Through effective management, we have to create opportunities for every individual to develop his/her full potential. The management team thus plays a significant role in establishing and maintaining a learning culture. A school culture is determined by the value, attitude and behaviour of certain situations that lead to insufficient, unacceptable learning activities. Through projects, initiated by government, we will be able to create more awareness and participation in the development of a culture of learning. The role of parents is placed under the spotlight, because of different needs within a culture of learning. By placing parents under this spotlight, we can focus on the management team and also the governing body. This implies that there has to be a management and strategic plan in place. By having these factors in place, one can create and build a better and healthy relationship between the parents and the school. The approach followed in the study was firstly to contextualise the need for a learning culture against the background of changes in the South African education system in the last few decades. Thereafter, relevant concepts were identified and defined: the general concept of culture was was more closely explained and differentiated by investigating the relationship between concepts such as organisational culture, school culture, learning culture and teaching culture, as well as the connection between school based management and a learning culture. Two important steps follow: firstly, the study investigated the preconditions for the establishment of a learning culture, including the potential participation of stakeholders - especially with the aid of information obtained through personal inputs from role players in a specific school project of which the writer was part - and secondly, the study looks at conditions necessary, once it is established, to maintain and sustain a healthy learning culture, with special reference to the cardinal role of the management team. The study concludes with recommendations and suggestions for further research.
AFRIKAANSE OPSOMMING: Die primêre doel van die studie was om 'n beskrywing te gee van die funksie en die rol wat bestuurspanne, in die bevordering van 'n leerkultuur op hoërskoolvlak, moontlik kan speel. Soos die onderwyser en die bestuurspan 'n belangrike rol het om te vervul in die vestiging van 'n leerkultuur, het die ouers ook 'n belangrike rol om te vertolk. Die ouer behoort dus 'n bydrae te kan lewer tot die ontwikkeling van 'n leerkultuur en uiteindelik ook tot lewenslange leer en opvoeding. Skole is tans besig om 'n leerkultuur daar te stel, maar die meerderheid van skole is nog besig om te herstel van die negatiewe gevolge van apartheid. As ons 'n leerkultuur wil vestig, moet daar dissipline, toewyding en self-dissipline wees. Ons moet streef na leerders wat gesag en dissipline sal aanvaar, asook leerders wat toegewyd sal wees met 'n positiewe ingesteldheid teenoor die opvoedingsstruktuur. Wat ons wel moet onthou, is dat leerkultuur by die huis begin. Met dié dat kultuur dinamies is, het dit ook 'n invloed op organisasie- en bestuurskulture. Met effektiewe bestuur moet ons elke individu die geleentheid gee om te ontwikkel tot sy volle potensiaal. Die bestuurspan speel dus 'n beduidende rol in die vestiging of handhawing van 'n leerkultuur. Skoolkultuur word bepaal deur die waarde, houding en gedrag van sekere situasies wat bydra tot 'n ontoereikende onderrigaktiwiteit. Deur die vestiging van projekte wat geïnisieër is deur die regering, salons baie meer betrokkenheid kry by die vestiging van 'n leerkultuur. Die rol van die ouers word onder die soeklig geplaas as gevolg van die verskillende behoeftes in 'n leerkultuur. Deur die ouers onder die soeklig te plaas, kom die bestuurspan en die beheerraad na vore. Dit impliseer dat daar 'n bestuursplan en 'n strategiese beplanning in plek moet wees. Deur dit alles daar te stel, kan ons 'n beter verhouding bou, tussen die ouer en sy skool, en daardeur die leerkultuur van die skool versterk en uitbou. Die benadering in die studie was om eers die behoefte vir 'n leerkultuur te kontekstualiseer teen die agtergrond van veranderinge in die Suid-Afrikaanse onderwysstelsel in die laaste paar dekades. Daarna is relevante begrippe geïdentifiseer en omskryf: die algemene begrip kultuur is nouer verduidelik en gedifferensieer deur die verwantskap te ondersoek met begrippe soos organisasiekultuur, skoolkultuur, leerkultuur en onderrrigkultuur, sowel as die verwantskap tussen skoolgebaseerde bestuur en leerkultuur. Twee belangrike stappe volg: eerstens is die voorvereistes vir die vestiging van 'n leerkultuur ondersoek, insluitend die potensiale deelneme van belanghebbendes - veral met behulp van inligting bekom deur persoonlike insette van rolspelers in 'n spesifieke skoolprojek waarby die skrywer betrokke was - en tweedens, word die voorwaardes vir volhoubaarheid, nadat dit wel gevestig is, van 'n gesonde leerkultuur bespreek, met spesiale verwysing na die kardinale rol van die bestuurspan. Die studie word saamgevat met aanbevelings en voorstelle vir verdere navorsing.
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Beattie, Rebecca Jane. "A comparison between middle school and high school teachers' perceptions of empowerment, teaching social skill competency, and participative leadership." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04012009-153036.
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Ndakolonkoshi, Klaudia. "Beginner teachers’ leadership development opportunities: an interventionist case study in a rural combined school in the Ohangwena region, Namibia." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61603.
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The emergence of distributed leadership theory encourages multiple involvement of individuals in leadership of the school, regardless of their leadership positions (Spillane, 2006). The manifestation of teacher leadership through distributed leadership theory grants opportunities to teachers to enact leadership roles. This study explored how the notion of teacher leadership is understood, the leadership roles existing for the beginner teachers, and the constraining and enabling factors to the practice of teacher leadership in a rural combined school in Ohangwena region, in Namibia. The study is a formative intervention adopting a case study approach located in a critical paradigm since it aimed to bring changes in the activity system of the beginner teachers. The data were collected from ten participants: four beginner teachers, four experienced teachers, the principal and the Head of Department. The data were generated using the following techniques: document analysis, interview, questionnaires, observation and Change Laboratory workshops. The data were analysed thematically using second generation of Cultural Historical Activity Theory (CHAT) and Grant’s (2006, 2008, 2010) Teacher Leadership Model. The findings revealed that there were different understandings of the concept of teacher leadership. It was viewed as participation, influence, motivation and mentoring. It was also revealed that beginner teachers practiced leadership roles across the four zones of Grant’s (2006, 2008, 2010) Teacher Leadership Model, but to various extents. A high participation was noted in zone one within the classroom and zone two in curricular and extra-curricular activities and minimal participation was reported in zone three within the whole school development and zone four beyond the school into the community. Teacher leadership in the case study school was constrained by several factors, including teachers’ reluctance to lead, cultural beliefs, top-down leadership structure and lack of experience. Due to the minimal participation of beginner teachers in zone three and four, the findings suggested that the school should foster a collaborative culture, establish induction and mentoring committees in the school and encourage beginner teachers to take up leadership roles by providing opportunities for them to lead through delegation. In a series of Change Laboratory workshops (CLW) the principal and the Head of Department took up the responsibility of providing leadership training to the teachers to enable them to assume leadership roles in the school. In addition, participants agreed to establish induction and mentoring committees in the school to provide guidance and assistance to teacher leaders.
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Shi, Fung-ling, and 施鳳玲. "How middle managers become active in school-based management: a case study in a local secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962579.
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Marshall, Ralph L. Arnold Robert. "A case study of a school improvement program through participatory decision making utilizing cost-versus-benefit information." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9720811.
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Thesis (Ed. D.)--Illinois State University, 1996.Title from title page screen, viewed May 31, 2006. Dissertation Committee: Robert Arnold (chair), Paul Baker, Kenneth Strand, Norman Durflinger. Includes bibliographical references (leaves 72-74) and abstract. Also available in print.
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Wong, Chung-kee Steve, and 黃仲基. "An investigation of the administrative duties of a sample of senior teachers in Hong Kong secondary schools: theimplications for the construction of an in-service training programmein school administration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31955526.
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Ho, Sai Ming. "A study on the roles of English panel chairpersons in the management of curriculum developments and innovations in English language teaching in secondary schools of Hong Kong." HKBU Institutional Repository, 2003. http://repository.hkbu.edu.hk/etd_ra/495.
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Hui, Yiu-chi, and 許耀賜. "Participative decision making and its relation to schooleffectiveness: perceptions of vice principalsin aided secondary schools of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956063.
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Zokka, Thomas Kayele. "An exploration of teacher leadership : a case study in a Namibian urban primary school." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001809.
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After independence in 1990, Namibian schools were required by the new government to shift from a hierarchical organisational structure with authoritarian leadership to a more democratic type of leadership that offers teachers the opportunity to participate in school leadership and in decision-making processes. This shift is suggested in a number of national policies in Namibia that highlight the sharing of leadership within the organization and, in particular, the sharing of leadership with teachers. As such, teacher leadership is a manifestation of distributed leadership which emphasizes that leadership can be located in the position of the principal but can spread over many people who work in a school at various levels. While teacher leadership is well researched in developed countries, it is under researched in Namibia. Against this backdrop, the purpose of my study was to explore the concept and practice of teacher leadership as an organizational phenomenon in a case study school in the Ncuncuni circuit of the Kavango region in Namibia. It also examined the factors that enabled and inhibited the practice of teacher leadership. My study was conducted within a qualitative interpretive paradigm and it adopted a case study approach in one school. The study used the following instruments to collect data: a closed questionnaire, document analysis, observations and individual interviews. The primary participants were the principal and three teachers, while the entire school teaching staff constituted my secondary participants. Quantitative data was analysed manually using descriptive statistics while qualitative data was analysed thematically using a model of teacher leadership (Grant, 2008). The findings of my study indicated that while the concept of teacher leadership was new to all participants, they had a common sense understanding of it. Although teachers in the study understood teacher leadership in a range of different ways, the overarching idea of the whole school was that teachers lead both in and outside the classroom. My study also found that teachers in the school practiced teacher leadership across the entire four zones. These included how teacher leadership was practiced inside the classroom and how teachers worked as leaders with colleagues and learners beyond their classroom in curricular and extra-curricular activities. It also included how teachers led outside their classroom in whole school development as well as how teachers led beyond their schools in the community. Teacher leadership was strong in the first three zones and weaker in the fourth zone, which constituted an example of 'successful teacher leadership' (Harris and Muijs, 2005). There were factors that promoted teacher leadership in the case study school such as a supportive culture and ongoing professional development. Factors that constrained the practice of teacher leadership were also evident like the SMT who used its power at times to control teachers' decisions and a lack of time also emerged as a barrier that impeded teachers from taking leadership roles because they already had full teaching programmes. Even though there were some barriers to teacher leadership, a dispersed distributed leadership context prevailed at the case study school.
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John, Daisy Mary. "Developed teacher leadership in a township high school : an interpretive case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1018548.
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South Africa’s future success depends on a number of national priorities, amongst them the transformation of its education system. Education is the best route to follow to alleviate poverty and many other social ills. One way to overcome some of the complex challenges and crises that we face in South African schools is to pay attention to issues of leading and leadership, including the leadership of teachers. This study is done with the hope that research into teacher leadership will be one of the answers to the crisis in education. It should become a beacon of hope for all educationists who passionately want progress in the youth of South Africa. What better way than to ‘Awaken the Sleeping Giant’ of teacher leadership, borrowing the term from Katzenmeyer and Moller (2009). This study was designed as a case study, the purpose of which was to find out about the enactment of teacher leadership in an Eastern Cape township high school as well as the enhancing and hindering factors to this enactment. This study was done as a replication study of a similar study done by a group of 11Master’s students at the University of KwaZulu-Natal in 2010. Similar to the original study, this case study was located within the interpretive paradigm and drew on school profiling, survey questionnaires, a focus group interview, selfreflective journals and individual interviews for its methods of data collection. The study was framed by distributed leadership while Grant’s (2008; 2012) Model of teacher leadership was adopted as the analytical tool. It emerged from the data that the three teacher leaders, my primary participants, exhibited teacher leadership across all four zones of Grant’s (2008) Model. The first zone was leadership in the classroom where all three teacher leaders showed leadership to varying degrees. Zones Two to Four are about leadership beyond the classroom into the school and beyond. In Zone Two, the zone where teachers work with each other and the learners outside the classroom, substantial levels of leadership were enacted by the three teacher leaders. Zone Three, where leadership is exhibited in whole-school development, the three primary participants showed distinct leadership qualities as well. The fourth zone, which is about interaction with neighbouring schools, also revealed that all three teacher leaders demonstrated active leadership on a regular basis. Findings further revealed that there were only a few inhibiting factors to the leadership of teachers at the case study school, including limited resources and infrastructure as well as insufficient support and acknowledgement from the relevant stakeholders when leadership initiatives were made, either successfully or otherwise. However, the enhancing factors superseded the inhibiting factors. A functional committee culture guided by a shared vision existed in the case study school together with an ethos of trust which enabled the staff to work collaboratively. Though there was certainly room for improvement in leadership practices at this case study school, the enactment of teacher leadership in this school illustrated a strong case of ‘developed’ teacher leadership (Muijs& Harris, 2007) within a dispersed leadership framing (Gunter, 2005)
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Silo, Nthalivi. "Exploring opportunities for action competence development through learners' participation in waste management activities in selected primary schools in Botswana." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003423.
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The broader aim of this study is to probe participation of learners in waste management activities in selected primary schools in Botswana and through these activities, explore opportunities for action competence development. The study starts by tracing and outlining the socio-ecological challenges that confront children and the historical background of learner-centred education which gave rise to an emphasis on learner participation in Botswana education policy. It then maps out the development of children's participation in the global, regional and Botswana contexts by tracing the development of environmental education from early ecological and issue resolution goals of environmental education to sustainable development discourses. The focus is on policy issues and how learner participation has been represented and implemented in environmental education. The study then probes the rhetorical and normalised emphases on participation, and seeks further insight into how learners can be engaged in participatory learning processes that are meaningful, purposeful and that broaden their action competence and civic agency. The study uses the Cultural Historical Activity Theory (CHAT) methodology to build a picture of waste management activity systems in primary schools and to bring to the surface contradictions and tensions in learner participation in these activity systems. These contradictions are used to open up expansive learning participatory processes with learners using the Danish action competence framework. The expansive learning process uses action competence models that provide potential for transformative participation with learners, and new and different opportunities for learner participation. Case study research was used and conducted in the south eastern region of Botswana in three primary schools in three contexts, namely urban, peri-urban and rural. The data was largely generated through focus group interviews during workshops with children and observations of waste management activities. These two methods formed the main data generation methods. They were complemented by semi-structured interviews with teachers, and other actors in the waste management activities, learners' activities and work, learners' notes, photographs and children's drawings as well as show-and-tell explanations by learners. Content analysis and the abductive mode of inference were used to analyse data in all three case studies. Findings from the first phase of the study reveal that participation of learners in waste management activities was largely teacher-directed. This resulted in a mis-match between teachers views of what practices are necessary and important, and children's views of what practices are necessary and important in and for environmental education. Due to culturally and historically formed views of environmental education, the study reveals that teachers wanted children to pick up litter, and this was their primary environmental education concern. Learners on the other hand, identified sanitation management in the school toilets as their primary waste management concern. Teachers had not considered this an environmental education concern. Using the action competence expansive learning approach, the second phase of the study addressed this tension by opening up dialogue between teachers and learners and amongst the learners themselves through an expansive learning process supporting children's participation and action competence development. Through this teacher-learner dialogical engagement, a broader range of possibilities became available and ideas around participation were radically changed. The study further reveals that the achievement of this open dialogue provided for a better relationship within the school community. And with improved communication came better ideas to solve waste management issues that the community still face on a daily basis, such as too much litter. Newly devised solutions were practical and had a broader impact than the initial ones that teachers had always focussed on. They included mobilising the maintenance of toilets, landscaping the school premises and even re-contextualising the litter management that had always caused tensions between learners and teachers. Children seemed to be developing not only a better understanding of the environment, but also developing the ability to resolve conflict amongst themselves and with their elders. By engaging in dialogue with children, they became co-catalysts for change in the school community. This study shows that if children's participation is taken seriously, and if opportunities for dialogue exist between teachers and children, positive changes for a healthier environment can be created in schools. It reveals that children also appeared to be feeling more confident and more equipped to consider changes in their environment outside of the school community. The study further shows that participation in environmental education involves more than cognitive changes as proposed in earlier constructivist literature; it includes in-depth engagement with socio-cultural dynamics and histories in the school context, such as the cultural histories of teachers, schooling and authority structures in the cultural community of the school. The study recommends that there is need to strengthen Teacher Education programmes to develop teaching practices and support for teachers to identify ways of engaging learners' views on issues in the school in open, dialogical ways. Such Teacher Education programmes should deepen teachers' understandings of learners' zone of proximal development (ZPD), demonstrating how dialogue and scaffolding are part of a teacher's role in supporting learning. This is shown in the three case studies that form part of this study. Finally, the study also deepens insights of using the Cultural Historical Activity theory (CHAT) to shed light on issues surrounding learner participation within the socio-cultural and historical environmental education contexts of the schools. The action competence models used in the study provide a tool for revealing forms of learner participation. This tool can be used for critical reflections and monitoring of teaching practices in schools.
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Sommer, Deborah. "Identifying Factors that Influence Perceptions of Teacher Efficacy as a Means of Building Capacity for Restructuring Schools: a Case Study Approach." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/1140.
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Recent efforts to restructure schools through increased teacher involvement are likely to fail without a corresponding redesign of the underlying organizational and political structure of schools. Because the current structure of most schools actually prohibits the collaboration necessary to effect change and promotes professional isolation instead, staff members faced with the tasks of restructuring experience frustration more often than success. The changes that do occur are often superficial and cosmetic while the basic hierarchy and mechanisms of control remain intact. Allowing teachers to redesign their schools, specifically to develop new models that promote interdependence and the sharing of professional expertise, provides an opportunity to explore the reasons teachers might choose to forego the relatively safe world of the self-contained classroom to participate in the often stressful and time consuming development and implementation of new approaches to teaching and learning. Exploring those factors which motivate teachers to attempt innovation and determining the attributes and beliefs of those teachers about school change is the focus of this study. The study investigates the concept of teacher efficacy, the teacher's belief that his/her actions affect student achievement or that he/she has the "ability to have a positive effect on student learning" (Ashton, 1984; Ashton & Webb, 1986). The perceptions of efficacy among selected teachers in an urban elementary school in the Northwest involved in implementing an Accelerated School model are examined in an effort to determine which factors influence those feelings. Identifying the issues which confront teachers engaged in innovation and the conditions they feel contribute to their success or failure is also an outcome. Increased efficacy, the perceived ability to "make a difference," is critical to classroom effectiveness and efforts to restructure schools. Data were obtained during the 1993-1994 school year by means of an efficacy scale based on the model developed by Gibson and Dembo (1984), structured interviews with selected teachers, an open-ended questionnaire, and observations during a sharing session with teachers in a nearby district considering a similar innovation.
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Taylor, Rita Neville. "Teachers' perceptions of the effects of their collaborative involvement in the school operating plan : a descriptive case study of three schools /." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-10042006-143847/.
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Lau, Shiu-kwong, and 劉少光. "Assistant principals and administrative committee system: decision making in Hong Kong aided secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956488.
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Standridge, Louise Norton. "The Relationship between School-Based Decision Making and Student Achievement in Elementary Schools in a Large Urban School District." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279370/.
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The purpose of this study was to explore whether school-based decision making (SBDM) impacts student achievement. Specifically, the study involved determining if the degree of teacher involvement in SBDM across eight decision dimensions differed between schools that demonstrated the most and schools that demonstrated the least district improvement in student achievement. The population consisted of elementary schools in a large urban school district with more than ten years of SBDM implementation. Student achievement scores from 1993 to 1995 were examined for all 68 elementary schools. Based on degree of improvement for fourth grade scores over the three years, 15 schools from the 25% most improved and 15 schools from the 25% least improved were selected for study. Schools from the two extreme-groups sample were matched on five demographic variables. The Teacher Involvement Participation Scale—TIPS-2 (Russell,1992), an instrument for measuring the degree of SBDM in eight different decision dimensions, was given to all certified personnel at each school. A return of 575 surveys represented 63% of the sample schools' staff. Two short questionnaires were administered to principals and SBDM teams to collect descriptive data. Findings, using MANOVA followed by univariate tests, indicated significant differences between groups in six of the eight SBDM decision dimensions. The most improved schools had a higher degree of participation (p < .01) in SBDM decisions in dimensions of: 1) goals/vision/mission, 2) curriculum/instruction, 3)standards, and 4) facilitating procedures/structures. Although neither group participated widely in decisions about staffing and operations, the most improved schools were more involved in those decisions than the least improved schools (p < .05). No significant difference was found between the two groups in the dimensions of budget and staff development. It is concluded that student achievement is positively impacted by greater participation in SBDM in at least six of eight SBDM dimensions, with "goals/vision/mission" and "curriculum/instruction" being the most critical factors. Although these findings indicate that SBDM contributes to improved student achievement, further research is needed to determine if this study's findings are supported.
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Mancoko, Melikhaya Kenneth. "The enactment of teacher leadership in a township high school : a restricted form." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1019886.
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Whilst the concept of teacher leadership is not new in the international literature (Grant, 2006), research on the topic of teacher leadership is emerging slowly as a new area of research interest in South Africa (Grant, 2006; Grant, 2005; Singh, 2007). Teacher leadership is basically about teachers who are leaders within and outside the classroom, who identify with and contribute to a community of teacher learners and leaders, influence others to improve their teaching practice and accept responsibility for realising the goals of their organisation (Katzenmeyer & Moller, 2001 in Grant, 2006). Therefore, teachers’ roles in operating as leaders in schools are acknowledged in literature. This study is a replication of a University of KwaZulu-Natal multi-case study on the enactment of teacher leadership conducted in various educational institutions in the province of KwaZulu-Natal. In line with the original study, this study aimed at obtaining an understanding of the enactment of teacher leadership in a township high school in the King William’s Town education district, in the Eastern Cape. I further explored what factors promoted or hindered such enactment. As an Eastern Cape Master of Education student participating in a group research programme at Rhodes University, we adopted and used the same research questions, research approach, data collection methods as well as data analysis techniques as utilised in the original study. Therefore, this research study was conducted within the interpretive paradigm, following a qualitative approach. I adopted a case study methodology, with the case being the school and three teacher leaders as units of analysis. Data were gathered through a multi-method approach which consisted of a school profile, a focus group interview, semi-structured individual interviews, questionnaires, self reflective journaling and observations. Whilst the research was guided by distributed leadership theory, Grant’s (2008) Model of teacher leadership and thematic content analysis was used to analyse data. Research findings revealed that the enactment of teacher leadership was evident in Zones 1, 2 and 4 of Grant’s (2008) Model of teacher leadership in the case study school. However, a restricted form of teacher leadership was enacted in Zone 3, whereby teachers were not regularly involved in school-wide decision-making processes. When teacher leadership was enacted, it was in a form of authorised distributed leadership. The study further identified the autocratic leadership style of the principal and of the School Management Team members, as well as the non-inclusive school culture as main barriers towards the enactment of teacher leadership in the case study school. Despite these barriers, teachers’ high levels of enthusiasm were identified as an enabling factor that promoted the enactment of teacher leadership in the case study school.
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Chung, Wah-on Arnold, and 鍾華安. "An investigation into the responses of staff members at different levels towards the changes in an SMI school: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958606.
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Leung, Siu-tong. "Teachers' and pupils' participation in extracurricular activities in primary schools in Hong Kong." Thesis, Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601782.
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Silva, Flávia Rogéria da. "A participação dos professores na construção dos documentos que compõem as Orientações curriculares e proposição de expectativas de aprendizagem da Rede Municipal de Educação de São Paulo: gestão 2005 a 2008." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/9623.
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Previous issue date: 2011-10-20This work aims to describe and understand the participation of Municipal Education System teachers in the construction process of the documents that compose the Curriculum guidelines and proposals of learning expectations , in 2005-2008 term. The curriculum construction in the city of Sao Paulo was a demand coming from the local education community as a result of curricular reforms envisaged in the Directives and Bases of National Education Law (LDBEN n. 9.394/1996) and the National Curricular Parameters (PCNs). Also the results of the apprenticeship valued by extern evaluations caused discussions about the curricular reorganization. This study analyzes the participation in the construction of the school curriculum exerted, in particular, by teachers in order to verify to what extent this participation was ensured and the degree of relevance it was perceived by participant teachers. The analysis is supported by the theoretical studies of Diaz Bordenave (2007), Demo (1999), Freire (1979, 1983, 1986, 1987, 1998, 2001a, 2001b), Lima (1992, 2000), Lück (2003, 2006a, 2006b), Ponce (1997, 2007, 2009a, 2009b) and Pontual (1995). Books, papers, journal articles, texts available on the Internet, academic and field research are used as sources. The study confirms that teachers participation, also on the curriculum construct, should be characterized by the force of conscious action, by the assumption of their power to exert influence in determining the curriculum dynamic, based on the understanding, decision and action on the curriculum and not just in its execution
Este trabalho tem por objetivo descrever e compreender a participação dos professores da Rede Municipal de Educação no processo de construção dos documentos que compõem as Orientações curriculares e proposição de expectativas de aprendizagem , na gestão 2005-2008. A construção curricular na cidade de São Paulo foi uma demanda advinda da comunidade educativa local em decorrência das reformas curriculares preconizadas na Lei de Diretrizes e Bases da Educação Nacional (LDBEN no 9.394/1996) e nos Parâmetros Curriculares Nacionais (PCNs). Também os resultados da aprendizagem expressos em avaliações externas motivaram os debates em torno da reorganização curricular. Este estudo analisa a participação na construção do currículo escolar exercida, em especial, pelos professores a fim de verificar em que medida essa participação foi garantida e o grau de relevância com que foi percebida pelos professores participantes. A análise respalda-se em referenciais teóricos dos estudos de Diaz Bordenave (2007), Demo (1999) Freire (1979; 1983; 1986; 1987; 1998; 2001a; 2001b), Lima (1992, 2000), Lück (2003, 2006a; 2006b), Ponce (1997; 2007; 2009a; 2009b) e Pontual (1995). São utilizadas fontes como livros, documentos oficiais, artigos de periódicos científicos, textos disponíveis na internet, trabalhos acadêmicos e pesquisa de campo. O estudo nos confirma que a participação do professor, também no constructo curricular, deve caracterizar-se pela força de atuação consciente, pela assunção de seu poder de exercer influência na determinação da dinâmica curricular, a partir da compreensão, decisão e ação sobre o currículo, e não apenas em sua execução
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Sebhat, Kidanemariam Menghistu. "Parental involvement in the governance of secondary school in Eritrea: Current trends and future possibilities." Thesis, University of the Western Cape, 2003. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_8542_1177925448.
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This study was designed to investigate the current policies and practices of secondary school governance in Eritrea. There is a basic need to investigate the nature of parental involvement in school governance, particularly in relation to policies enshrined in the Parent Teacher Association (PTA) guidelines. The study examined the parents' commitment to execute their school governance role properly and to determine their capacity to fulfil their responsibilities with respect to the powers and functions vested in them. Education was merely the domain of the school and parents were discouraged from interfering in matters of school governance, therefore parental participation has been very limited. Thus, the focus of the study was to investigate the prevailing problems that curtail parental involvement and identify appropriate strategies for improving and strengthening school governance.
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Shikwambi, Victoria. "Parental involvement in school governance: a case study of a secondary school in Okahandja, Namibia." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017358.
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Since Namibia gained independence parents have increasingly been seen as equal partners in the education process. The Education Act 16 of 2001 provides for the democratic participation in schools by parents, learners and other education stakeholders through the introduction of regional Education Forums and School Boards in schools Parental involvement in school governance has been widely researched and has become a ‘hot topic’ worldwide, including in Namibia. This study investigated and described parental involvement through the School Board in school governance in a secondary school in Otjozondjupa region, Namibia. The study was conducted within a qualitative, interpretive paradigm. The study employed three data collection tools namely, semi-structured interviews, document analysis and observation. The School Board was made up of parents of different classes and backgrounds, i.e. employed, unemployed, professionals and business persons and with different levels of educational background. These members create a network that represents the voices of parents from different social groups, with different levels of social capital. The different levels of social capital shape the nature of the contributions and interactions on the Board. The study found that in spite of the frequency of interaction between the School Board, parents and the community the School Board is still in a dilemma as it is unable to connect with its prominent source of potential support, such as the business community, due to an outdated view that the school is well-off based on its historic status of privilege. With respect to communications with parents the focus tends to be on the negatives of learners’ behaviour or performance and the task of the parents in this regard. Broadening the agenda of the collaboration to include positive aspects of the child would add to the motivation of parents and open possibilities for new forms of collaboration. The school lacks a well-coordinated system for utilizing the available resources as well as community expertise for the benefit of the school. On the strength of the findings, one of the recommendations is for a more structured program and strategy for the Boards various interactions with the community and parents.
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Durante, Marisa Claudia Jacometo. "A participação docente na gestão de uma Instituição de Ensino Superior e sua relação com o comprometimento institucional." Universidade do Oeste Paulista, 2009. http://bdtd.unoeste.br:8080/tede/handle/tede/22.
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Previous issue date: 2009-04-02The purpose of this research was to verify how professors of a private higher education institution perceived their participation in the University Counsel (CONSU) and how they saw the relationship of this participation to their institutional commitment. The specific objectives of this research were: a) to identify the types of decisions made in the CONSU; b) to identify the participation forms of the professors in the CONSU; and c) to verify if the professors´ participation in the CONSU affected their institutional commitment during the period 2005-2006. The choice of the CONSU as object of this study was due to the understanding that it is the responsible for the superior decision making process within the university institution. Nine members of CONSU participated in the research, being seven of them course coordinators and two professors elected by their peers. For the development of the study we chose the case study with a qualitative approach. As instruments of data collection were chosen a semi-structured interview guide and a document analysis of both the meetings minutes realized in 2005 and 2006 and the institutional bylaws and statutes. The data collection was done directly by the researcher and the data were analyzed according to the procedures of analyzes of qualitative data. Among the main results which were found, due to the existence of a superior counsel in the institution, stands out a management based on the collegiate model. Through her bylaws and statutes, she delegates decision making power to the participants of her superior administrative counsel. The information from the meetings minutes and the speeches from the interviews revealed that, in practice, only academic and pedagogical issues were decided by this board and it lacked decision making power on the financial management of the institution. In spite of not deciding on financial issues, all members of CONSU perceived as important the academic decisions they made, since they had effective reflection in the courses quality of the institution. The academicians who were members of the Superior Counsel manifested an affective commitment as support basis of their participation in the management of the institution. In their perception, to be part of this deliberative board made them feel more engaged with the institution. Participation in management led the academicians to a greater commitment to the institution and to the perception that participation in CONSU means the attribution of trust, opportunity and recognition as consequence of the work developed, leading to satisfaction and motivation in the work environment.
A presente pesquisa teve como propósito verificar como os docentes de uma instituição particular de ensino superior perceberam sua participação no Conselho Universitário (CONSU) e como viram a relação desta participação com o seu comprometimento institucional. Foram objetivos específicos da pesquisa: a) identificar os tipos de decisões tomadas no CONSU; b) identificar as formas de participação dos docentes do CONSU; e c) verificar se a participação dos docentes do CONSU tem relação com seu comprometimento institucional, no período de 2005-2006. A escolha do CONSU para ser o objeto de estudo deu-se por se entender que este é o responsável pela tomada de decisão dentro da instituição universitária. Participaram da pesquisa nove membros do CONSU, sendo sete docentes coordenadores de curso e dois docentes eleitos pelos pares. Para o desenvolvimento do estudo optou-se pelo estudo de caso com uma abordagem qualitativa. Como instrumentos de coleta de dados foram escolhidos um roteiro de entrevista semi-estruturada e a análise documental de atas de reuniões nos anos 2005-2006 e do regimento interno da IES. A coleta dos dados foi realizada diretamente pela pesquisadora e os dados foram analisados segundo os procedimentos de análise de dados qualitativos. Entre os principais resultados encontrados, cabe destacar que, pela existência de um conselho superior na instituição pesquisada, ela adota uma gestão embasada no modelo colegiado. Por meio de seu regimento interno, ela delega poder decisório aos participantes de seu órgão superior de administração. As informações das atas de reuniões e as falas dos docentes revelaram que, na prática, somente foram deliberados por esse órgão, assuntos acadêmicos e pedagógicos, havendo completa falta de poder decisório do colegiado sobre a gestão financeira da instituição. Apesar de não tomarem decisões sobre assuntos financeiros, todos os membros do Conselho Universitário perceberam como importantes as decisões acadêmicas tomadas, tendo reflexo efetivo na qualidade dos cursos da IES. Os docentes membros do CONSU manifestaram um comprometimento afetivo como base de sustentação de sua participação na gestão da instituição. Na sua percepção, fazer parte desse órgão deliberativo fez com que se sentissem mais comprometidos com a instituição de uma forma geral. A participação na gestão levou os docentes a um maior comprometimento com a instituição e à percepção de que a participação no CONSU significa atribuição de confiança, de oportunidade e reconhecimento pelo trabalho desenvolvido, proporcionando, nesse sentido, satisfação e motivação no ambiente de trabalho.