This book treads new ground by redefining Teacher Empowerment in the cultural context of South East Asia. Covering more than just empowering leadership in schools, the author explores how colleagues, parents, and students empower teachers, and how teachers empower themselves.
This book treads new ground by redefining Teacher Empowerment in the cultural context of South East Asia. Covering more than just empowering leadership in schools, the author explores how colleagues, parents, and students empower teachers, and how teachers empower themselves.
Dr. Shanthi Thomas completed her PhD in Education at Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Brunei Darussalam. She has ten years of experience as a teacher leader, as well as in teaching modules in the Masters in Education and Masters in Teaching courses at Universiti Brunei Darussalam.
Inhaltsangabe
Preface Chapter 1. Teacher empowerment Chapter 2. The cultural context Chapter 3. The role of school leaders in facilitating and/or impeding teacher empowerment Chapter 4. The role of colleagues in facilitating and/or impeding teacher empowerment Chapter 5. The role of students and parents in facilitating and/or impeding teacher empowerment Chapter 6. Self-initiated empowering and disempowering behaviours of teachers Chapter 7. Empowering/disempowering values, beliefs and dispositions of the individual teacher Chapter 8. Teacher empowerment process in the study context vis-à-vis western conceptualization Chapter 9. A proposed model of self-empowerment and disempowerment Chapter 10. Implications and recommendations Conclusion References
Preface Chapter 1. Teacher empowerment Chapter 2. The cultural context Chapter 3. The role of school leaders in facilitating and/or impeding teacher empowerment Chapter 4. The role of colleagues in facilitating and/or impeding teacher empowerment Chapter 5. The role of students and parents in facilitating and/or impeding teacher empowerment Chapter 6. Self-initiated empowering and disempowering behaviours of teachers Chapter 7. Empowering/disempowering values, beliefs and dispositions of the individual teacher Chapter 8. Teacher empowerment process in the study context vis-à-vis western conceptualization Chapter 9. A proposed model of self-empowerment and disempowerment Chapter 10. Implications and recommendations Conclusion References
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