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The micropolitical orientation of facilitative school principals and its effects on teachers’ sense of empowerment

Joseph Blase (University of Georgia, Athens, Georgia, USA)
Jo Blase (University of Georgia, Athens, Georgia, USA)

Journal of Educational Administration

ISSN: 0957-8234

Article publication date: 1 May 1997

2069

Abstract

Describes the everyday micropolitical facilitative strategies and personal characteristics of exemplary school principals who have influenced and enhanced teachers’ sense of empowerment. The data discussed here were drawn from a qualitative study of teachers in 11 schools affiliated with Glickman’s League of Professional Schools in Georgia. An open‐ended questionnaire designed by the researchers, according to general guidelines for grounded theory inquiry, provided teachers with the opportunity to identify and describe in detail characteristics of principals that enhanced their sense of empowerment. Inductive analyses of the data generated a description of facilitative leadership that includes seven major “facilitative” strategies and one set of facilitative personal characteristics that enhanced teacher empowerment. Focuses on the strategies and characteristics teachers identified as facilitative principal leadership. Discusses findings in terms of the relevant empirical and theoretical literature.

Keywords

Citation

Blase, J. and Blase, J. (1997), "The micropolitical orientation of facilitative school principals and its effects on teachers’ sense of empowerment", Journal of Educational Administration, Vol. 35 No. 2, pp. 138-164. https://doi.org/10.1108/09578239710161777

Publisher

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MCB UP Ltd

Copyright © 1997, MCB UP Limited

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