| The purpose of this exploratory study was to investigate teachers' perceptions of school-based management's (SBM) impact on teacher empowerment. The study includes the use of Kurt Lewin's (1948) Symbolic Interaction Theory as the theoretical framework for discussing SBM's impact on empowerment.;The study used a qualitative design with a case and field study method. Focus group interviews were the primary data-gathering process. A document review included four sets of SBM council minutes and, when applicable, agendas to corroborate and augment evidence gathered in the focus group interviews where applicable. Focus groups included two groups of teachers, from two middle schools, who participated on successful SBM teams, and two groups of teachers from the same schools who were not SBM team members.;The focus group questions were open-ended. They explored the areas of teacher empowerment, participation in SBM and the principal's role in teacher empowerment. The findings of the study indicated the following: (1) Empowerment at the school included three characteristics: involvement, support, and collegiality. (2) Factors that motivated teacher participation in SBM included involvement collegiality, personal/professional growth, school improvement, and knowledge of school information. (3) Challenges to teacher participation in SBM included building consensus, staying on task, difficulty in representing others, and having the time and energy to participate. Building consensus was the consistent challenge across the four focus groups. (4) Decisions made at SBM sites were grouped into five categories: SBM planning, school operations, professional development, personnel issues, and budget. (5) The SBM team was influenced by the principal's communication, support, and facilitation of SBM decisions. (6) Factors that enhanced decision-making at the school included involvement, individual strengths, and support. Within the involvement theme, there was a strong feeling that the willingness of staff to work together was an important decision-making component. (7) Teachers felt empowered by their participation in SBM, personal implications, and by support from central and site administration.;Participation in SBM provided the opportunity to make changes at the school sites, enhanced their personal and professional growth, and gave teachers the liberty to increase their knowledge of the many facets of school-based governance. |
