Abstract
ABSTRACT Ackoff's circular structure has been successfully utilised to combine hierarchy and democracy in various industries. This paper argues that this structure is the most appropriate democratic structure for the internal governance of public schools. It concludes that a circularity of power relations between administrators and teachers would create genuinely empowering teacher participation, improve co‐ordination, foster teacher self‐actualisation and expressiveness, alleviate teacher shortages, help attract high quality persons to teaching careers, ensure appropriate (service oriented) teacher supervision, and increase the number of successful school improvement projects.
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