Abstract
AbstractWhether teachers can collaboratively identify and solve school problems was a question addressed by a school principal and a university consultant. This article describes how teachers, in a suburban elementary school, identified school climate as a major concern and planned collaboratively for change. Using a change process model proposed by the university consultant and revised by the principal and an effective schools committee made up of four volunteers, the entire faculty identified school-climate indicators that were used to develop a 43-item discrepancy measurement instrument. Four indicators with the largest discrepancy between what is and what should be were addressed by four groups of 10 faculty each, while four other indicators of major concern were addressed by administrators. Using a consensus decision-making process, the teachers developed objectives and implementation plans. The entire 2-year project was evaluated by the faculty to identify strengths and nonstrengths as seen from the...
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
