In Singapore, "decentralization" and "school-based reforms" are key words within the current education reform agenda. This article argues that a key success factor in this agenda is transformational leadership in school. With more autonomy given to the school, transformational leadership at the school level will facilitate the…

Examines the relationship between efficacy and productivity and stakeholders' attitudes about the school-based council's usefulness as a decision-making body. A survey of participating and nonparticipating staff and parents indicates that school councils' efficacy and productivity are related to noninstructional, but not student-achievement…

Summarizes a study exploring decision-making quality among 45 participants, who were administered the Decision Making Inventory either as groups or individuals. There were few differences between individual and collaborative group decision-making formats. Individual skills were more effective regarding curriculum and discipline. There were no…

Examines the effects of site-based management on elementary school teachers' perceived environmental uncertainty (PEU), or lack of clarity concerning significant knowledge desired or needed to perform effectively. There were significant PEU differences between the two schools studied. Results suggest that site-based management is a feasible…

As school-based management and collaborative decision making are implemented in the educational system, the superintendent's traditional "clockworks" role will undergo transformation. This article explores the necessary leadership characteristics and skills for assuming this new role. Superintendents must be instructional, transformative, and…

Investigates teacher empowerment in high schools that had school councils over varying time periods. Participants taught in a state mandating an inclusive school governance process. A School Participant Empowerment Scale measured empowerment over six subscales: decision making, autonomy, self-efficacy, professional growth, status, and impact.…

The Empowered School District Project is a three-year endeavor to facilitate the creation of empowered schools in nine school districts across the country. Discusses six themes that emerged in the change process: (1) framing; (2) process and content; (3) trust; (4) risk taking; (5) communication; and (6) critical mass and critical incident. (18…

Trust is a significant factor in collective action. A composite case illustrates the value of trust as a critical element of effective teamwork in a self-managed school context. Trust depends on individuals' predilections, intensive communication and interaction patterns, team composition, guiding principles, and teammates' emotional bonding.…

Drawing on video, interview, survey, and observational data, analyzes four major actions by teacher leadership teams to explore the team's role-defining efforts. Using event mapping, open systems, and role theory, highlights complex interactions as teachers and principals implemented reforms challenging hierarchical patterns. Systems thinking is…

Describes the values and associated behaviors of seven school administrators who foster and sustain democratic practices in schools engaged in restructuring. These administrators reject the centrality of the principal's role and prominently display values supporting equity, inclusion, mutual influence, and candor. These administrators' behavior…

Provides a sequentially integrated approach to educational policy development. By incorporating analyses of educational decision-making basics, accepted site-based management practices, sound educational research, assessment of policy values, and a disciplined decision-making process, campus management teams can provide the effective, proactive…

Focuses on behaviors and activities of three high school principals as they respond to district's decision to implement a shared decision-making model designed to give teachers and parents a larger voice. Describes these administrators' varying responses, along with varied ways democratic leadership was multilaterally defined in each school by…