Devolution and Teachers′ Wellbeing

Abstract

Centres on difficulties that teachers experience in the movement of educational decision making from central bureaucracy to the district or school level. Devolution brings major changes to teachers′ roles and bears on underlying assumptions about education. Devolution in the USA, UK, and in New Zealand, parallels presuppositions about education within Australia. Tasmanian schools form the focus, as the author was conducting research in Tasmanian high schools when major transformation in school administration was occurring.

Citation

McKay, I. (1994), "Devolution and Teachers′ Wellbeing", International Journal of Educational Management, Vol. 8 No. 4, pp. 30-37. https://doi.org/10.1108/09513549410062489