Teacher Empowerment and Cultural Context

The Case of Brunei Darussalam

AvShanthi Thomas

Häftad, Engelska, 2019

Del i serien Routledge Series on Schools and Schooling in Asia

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Beskrivning

Teacher empowerment is a psychological and socio-structural motivational process that enhances teacher performance and self-expression. The current conceptualisations of Teacher Empowerment, available in extant literature, have been constructed in an Anglo-Saxon, western cultural context. There have been attempts to transfer the concept to Asian countries, but these attempts were faced with major obstacles since the underlying cultural assumptions are not the same across countries. This book treads new ground by redefining Teacher Empowerment in the cultural context of South East Asia. Using the case of Brunei Darussalam which has a unique socio-cultural make-up as a melting pot of Malay, Chinese and other Asian cultures, the book offers a unique insight how the Teacher Empowerment dynamics is played out in this context. 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 is a valuable guide for educators and educational leaders and researchers in Southeast Asia and beyond, who are committed to the empowerment of teachers, and the qualitative enhancement of the field of education as a whole.

Produktinformation

Utgivningsdatum:2019-03-21
Mått:156 x 234 x 7 mm
Vikt:240 g
Format:Häftad
Språk:Engelska
Serie:Routledge Series on Schools and Schooling in Asia
Antal sidor:120
Förlag:Taylor & Francis Ltd
ISBN:9780367272753

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Mer om författaren

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.

Recensioner i media

"Why can't the Principal walk around and supervise our teaching?" This is a question which a group of teachers in a South East Asian country asked. Does this sound odd? Read this critical analysis of power dynamics in a school where teachers want their principal and supervisors to be strict and yet nurturing . They opt for a "nurturing power- over paradigm", instead of a "democratic power- with" paradigm. Here is a book that re-defines power and empowerment.Dr. Thomas Abraham, Ruth Cohn Institute for Theme – Centred Interaction (TCI) IndiaThis book attests to the pivotal role of teachers in the knowledge society and provides guidelines as to how to bring about their best in the South East Asian Cultural scenario.Dr Somasekharan B Pillai, Fr. Porukara CMI College of Advanced Studies, Champakulam, India

Innehållsförteckning

PrefaceChapter 1. Teacher empowermentChapter 2. The cultural contextChapter 3. The role of school leaders in facilitating and/or impeding teacher empowermentChapter 4. The role of colleagues in facilitating and/or impeding teacher empowermentChapter 5. The role of students and parents in facilitating and/or impeding teacher empowermentChapter 6. Self-initiated empowering and disempowering behaviours of teachersChapter 7. Empowering/disempowering values, beliefs and dispositions of the individual teacherChapter 8. Teacher empowerment process in the study context vis-à-vis western conceptualizationChapter 9. A proposed model of self-empowerment and disempowermentChapter 10. Implications and recommendationsConclusionReferences