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Findings of a study that examined the role of teacher leadership in school restructuring are presented in this paper. The teacher restructuring project implemented at an elementary school in Brookline, Massachusetts, was based on team teaching, school-university collaboration, integrated remediation, and alternative teacher roles. Methodology involved interviews with project teachers, the principal, and administrators; document analysis; and onsite observation. Findings indicate that teachers' low status and lack of formal authority hindered effective leadership. Factors for successful teacher leadership included principal support, strong communicative and administrative skills, an understanding of organizational culture, and a reexamination of traditional patterns of power and authority in school systems. Conclusions are that: (1) teachers can successfully initiate school change; (2) any change affects other parts of the organization, whose support must be enlisted for success; and (3) colleges and schools involved in a cooperative project must be willing to risk significant structural alteration. That a small, liberal school encountered difficulties in restructuring implies a greater challenge for larger, less flexible school systems. (Contains 49 references.) (LMI)

Descriptors: College School Cooperation, Educational Change, Educational Environment, Elementary Education, Higher Education, Organizational Change, Organizational Climate, Resistance to Change, School Restructuring, Teacher Participation, Teacher Role, Team Teaching











Autor: Boles, Katherine C.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9068&id=ED350710



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