Abstract
Policy formulation is a complex process involving many stakeholders. Teacher involvement in this process is vital if policies are to be successfully implemented at the classroom level. An understanding of the factors that affect teacher involvement in policymaking may assist in enhancing teacher involvement in future policy development.This study investigated teacher perceptions of their involvement in system pdlicy formulation in relation to eight areas: the complex policy process, political / economic influences, teacher empowerment and morale, willingness, relationship with the governing body, opportunities, support / encouragement and implementation.
Teachers from four primary schools and one high school were involved in the study. A questionnaire was completed by 68 respondents and a sub-sample of 8 participated in a semi-structured interview.
The main findings of the study show that teachers are willing to become involved in the policy process, however, are inhibited by ineffective information flows (Kennedy: 1992) (Fullan:1994) (Waugh & Godfrey: 1995), lack of support (Short: 1994), knowledge (Gamoran:1994), and awareness of opportunities (Pajak:1992).
| Date of Award | 1998 |
|---|---|
| Original language | English |
| Supervisor | Mike GAFFNEY (Supervisor) |
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